查詢結果分析
相關文獻
- Comparison of the Thought Processes of Mathematically Advanced and Average Students, Ages 10 to 11, Engaged in Mathematics Problem Solving
- 如何讓國小學生發表其數學解題策略
- 小學五年級數學資優生與普通生數學解題時思考歷程之比較
- 特約實習國民小學遴選標準之研究
- 國小學童在動態評量中數學解題學習歷程與遷移效益之探討
- 國小學童配對數學解題之研究
- 應用情境式教學影片教導學習障礙學生數學解題
- 小學高年級學生對漢字筆畫的認識
- 我國中小學及大專學生體適能常模之建立
- 論小學數學科建構式教學的普遍適用性
頁籤選單縮合
題名 | Comparison of the Thought Processes of Mathematically Advanced and Average Students, Ages 10 to 11, Engaged in Mathematics Problem Solving=小學四、五年級數學資優生及普通生「數學解題」思考歷程之比較 |
---|---|
作者 | 謝淡宜; Hsieh, Dannie; |
期刊 | 臺南師院學報 |
出版日期 | 19960600 |
卷期 | 29 1996.06[民85.06] |
頁次 | 頁149-191 |
分類號 | 521.22 |
語文 | eng |
關鍵詞 | 小學; 數學解題; 思考歷程; |
中文摘要 | 此研究在探討四、五舞級數學資優生及普通生在數學解題時思考歷程的模型及異同。本研究以兒童解是策略,解題行為,所使用的思考及答題比率作為探討的重 點。 本研究以三大類問題來。其目的為希望以不同類的題型來探索兒童解題時的思考歷程以便尋求其解題模型,比較兩類學童的異同處。實驗進行時,學童被要求以說出思考方式(think out loud)來解釋其所有的解題活題及內在思考歷程。 實驗結果發現: 兩類學童在解邏輯性及應用性問題時表現的差異最大。因邏輯及應用能力為數學家及數學的主要特徵,此結果臺作為數學資優生自小即有數學家解題傾向的證據。在探討解題歷程時亦臺發現數學資優生不僅在答題比率上優於普通生,在思考的品質上亦有較大的優異性。 在兩類學生的表現方面,數學資優生通常能掌握題目的全面性,以系統的,有計畫的方式來設計策略解決問題。他們能有效地整合中各類資訊、條件,並應用其原有認知作出正確的判斷。在所有三大類的題型中,資優生的解題行為部有其一致性,以一致的思考模型進行。普通生則通常以局限的、部份的條件作為思考、解題的依據。他們通常不能整合題中各類條件。如此不週全的思考模式常導至錯誤或部份答案產生。除了一位學童外,在所有三大類的類型中,普通生的解題行為也均有一致性。 |
英文摘要 | This study explores the differences between the thought processes of mathematically advanced fourth and fifth grade students with the thought processes of average students of the same grade level, when solving a variety of mathematics problems. Students were presented with fourteen problems selected from one of three categories: number sense problems, logic sense problems, and pattern recognition problems. They were given calculators and simple tools such as blocks, and were asked to "think out loud" as they solved the problems. In order to allow a qualitative assessment of their thought processes. The two groups of students varied significantly in their rates of success in all three categories of problems (overall success rates of 85.9% and 39%, respectively). Futhermore, analysis of the problem solving approaches used by the two groups supports the hypothesis that the thought processes of mathematically advanced students are qualitatively distinct from those of their peers. The most dramatic differences were observed in problems dealing with logic and application. In all three categories of problems, the mathematically advanced students demonstrated and ability to maintain a broad perspective of the overall conditions of the problem and to execute a systematic, progressive evaluation. They were able to combine all the conditions (information) of the problem and to approach the problem heuristically. Average subjects, on the other hand, tended to deal with problems using limited or partial information. They made premature connections between conditions and often pursued only one of the conditions of the problem. Because their evaluation of the conditions of a given problem was often inadequate, average subjects typically made numerous wrong attempts and obtained incorrect or incomplete answers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。