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題 名 | 國小數學科加法教材類型之分析研究 |
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作 者 | 黃素華; | 書刊名 | 國教學報 |
卷 期 | 1 1988[民77.] |
頁 次 | 頁107-115 |
分類號 | 523.42 |
關鍵詞 | 加法; 國小; 教材; 數學科; 類型; |
語 文 | 中文(Chinese) |
中文摘要 | 本文是依Usiskin的加法分類標準,把我國現行國民小學教學科加法文字題,分為合併型、轉移型及來自減法的加法三種類型,同時也依教材中題目安排的性質,分為示例題、試算題及練習題,分別調查各領型題目于各冊中的分布情形,及各類型題目所占的百分比。 本研究之發現如下: 1.我國小數學科加法文字題以合併型最少,約占所有加法文字題的四分之三。 2.來自減法的加法一類所占份量極少,全十二冊中只有6題是屬於此類型的題目。 3.教材中之試算題多以計算題型態呈現,應可以再增加文字題使得學生於上課中有練習解題的機會。 4.教材中同類型的題目,其取材均非常類似,同一個情境,幾乎是在不同的年級均重覆地使用多次。 |
英文摘要 | In this study, the author categorized addition story problems of current elementary mathematics textbooks into three categories-- putting together, shift, and addition from subtraction which were the addition use classes suggested by Usiskin. On the other hand, those addition story problems were also divided into three types according to their nature: examples, teacher directed practices and exercises. Then, percentages of each category were calculated and ways of their presentation were discussed. The important findings are as follows: 1. Three fourths of addition story problems belong to putting together. 2. We have very few story problems which are additions from subtraction, only six problems in all twelve books. 3. Most of the teacher directed practices are presented as calculation rather than story problems. It seems necessary to put more story problems in the textbooks so that students can be provided more opportunities for problem solving. 4. Similar situations are presented repeatedly in addition problems of different grades. It seems important to show different varieties of examples in the same category so that students can be exposed to various situations of the same category. |
本系統中英文摘要資訊取自各篇刊載內容。