非正式学习活动提升低年级儿童早期分数知识：一项随机对照研究
Informal learning activities improve early fraction knowledge: A randomized controlled study
一项随机对照研究考察非正式学习活动对一、二年级儿童早期分数知识的影响，样本为美国中大西洋地区83名儿童，随机分入分数训练组或主动对照组。依据摘要，混合协方差分析显示分数知识存在显著的时间×组别交互：两组从前测到后测均有显著提升，训练组效应量较大（d=1.08），对照组效应量较小（d=0.27）。研究提示短期非正式训练可能与低龄儿童分数知识提升相关，但样本量有限、地域单一，结果需更大规模研究验证。
This study examined the effects of learning activities on first- and second-grade children's early fraction knowledge ( N = 83) from the mid-Atlantic region of the United States: 42% of the sample was male, 45% female, and 13% unreported. The racial/ethnic breakdown was 22.9% White, 27.7% Black, 4.8% Asian, 10.8% Hispanic and 14.5% multiracial, with 19.3% unreported. Children were randomly assigned to an experimental fraction training group or an active control group. A mixed ANCOVA showed a significant Time × Condition interaction on fraction knowledge. Although both groups demonstrated significant improvement from pretest to posttest, children in the training group exhibited a large effect ( d = 1.08) on fraction knowledge compared to a much smaller effect for the control group ( d = 0.27).
中文翻译还没有生成，先显示原文。
来源：Child Development · academic.oup.com