查詢結果分析
來源資料
頁籤選單縮合
題 名 | 國小學生後設認知與數學解題表現之相關研究=A Study on Metacognition and Mathematical Problem Solving of the Elementary School Students |
---|---|
作 者 | 涂金堂; | 書刊名 | 國教學報 |
卷 期 | 8 1996.11[民85.11] |
頁 次 | 頁133-164 |
分類號 | 523.32 |
關鍵詞 | 後設認知; 數學解題; Metacognition; Mathematical problem solving; |
語 文 | 中文(Chinese) |
中文摘要 | 數學解題的成功與否,除了是否具備足夠的數學知識外,解題者對於本身解題歷程是否有分析、監控、調整等行為,亦是一個重要的關鍵。而後設認知是指個體對本身認知活動所進行的監控、評估等行為。就認知歷程的監控行為而言,後設認知與數學解題應有相當的關連性,故本研究旨在探討國小學生後設認知與數學解題能力之關係。 本研究採調查法,研究樣本為高雄市國小六年級學生438位(男生222位,女生216位)。 研究工具有「後設認知量表」及「數學解題表現測驗」。研究結果發現: 1.不同性別的國小學生其後設認知有顯著差異。 2.國小學生其後設認知與數學解題表現達顯著相關。 |
英文摘要 | In addition to sufficient knowledge about mathematics, whether mathematical problem solving is successful or not, the solver's attitude toward the analysis, monitorship and regulation of the procedure is also a significant key. Metacognition refers to the subjects' attitude toward monitorship and evaluation for its cognitive activities. As far as the monitorship of cognitive procedure concerned, there is certain something to do between metacognition and mathematical problem solving. Hence, the purpose of this research is to investigate the correlation between elementary school students' metacognition and mathematical problem solving. Survey method is adopted and subjects of this research are 438(222 boys,216 girls) 6thgrade students in at elementary school in Kaohsiung. The research instruments are the "metacognitive scale" and the "mathematical problem solving test". The major results of this research as follows: l. Different elementary school students' genders have obvious diversity in metacognition. 2. There is significant correlation between metacognition and mathematical problem solving for elementary school students. |
本系統中英文摘要資訊取自各篇刊載內容。