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題名 | 我國國小三年級數感教學研究=A Study of Teaching Number Sense to Third Graders |
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作者 | 支毅君; | 書刊名 | 臺東師院學報 |
卷期 | 8 1997.06[民86.06] |
頁次 | 頁83-116 |
分類號 | 523.32 |
關鍵詞 | 數感; 估算; 量感; 數學解題; Number sense; Estimation; Problem solving; |
語文 | 中文(Chinese) |
中文摘要 | 具有「數感」的人,對於數所代表的意義、數的大小及一些生活中常見的量的合 理範圍均有瞭解及直覺。我國學生的數學計算能力很強,但對於數的直覺可能表現不同。為 探討如何增進我國國小數感教學,本計畫進行數學教室內之觀察,以深入了解國小數學課堂 內教師如何引導學生培養數感。本計畫在臺東區某國小三年級數課實地觀察、記錄,以收集 該班級數學課教學、教師與學生間之互動、教師對數學教學信念之各種資料等。上課記錄及 對教師和學生所做之訪談,均為數感教學檢討之依據。本研究發現學生數感不夠,無法聯結 整數符號表徵意義與結構意義,對於長度的量感亦不足。教學觀察發現教師與學生對本身數 學成就之自信均不足、學生討論與發表能力不能與其紙筆測驗之成就配合。學生對數學態度 受教師影響。本研究建議數學教學時讓學生多親自參與教學活動,可提昇興趣與成就。解題 過程的記錄可以鼓勵子朋友採多樣化,不一定要以符號算式記錄。教室的教生互動所形成之 社會文化,如大聲文化、多數文化等,與數學推理、批判、求真理、形成共識之數學精神不 合,亦建議教學時適當引導。 |
英文摘要 | This study explores the teaching of number sense in mathematics class at elementary school level. A third grade math class was chosen. Participant observations were performed for two semesters. In-depth interviews with students were conducted in the end of each semester. The attitude of the teacher towards mathematics and her teaching was also collected. Data shows that teacher and students have no confidence on their mathematics competency. Students have poor number sense in general, and had difficulties discussing mathematics with their peers in class. Students have difficulty connecting symbolic representation of numbers to its real meanings. Students' attitudes toward mathematics are heavily influenced by their teacher. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。