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題名 | 數學題目難度對合作學習小組同儕互動質與量的影響=The Effect of Task Difficulty of Mathematics Problems on Student Interaction in the Cooperative Small Groups |
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作者 | 章勝傑; | 書刊名 | 臺東師院學報 |
卷期 | 10 1999.06[民88.06] |
頁次 | 頁75-103 |
分類號 | 523.42 |
關鍵詞 | 合作學習; 同儕互動; 分數概念; 國小; 數學教學; Cooperative learning; Peer interaction; Fraction; Elementary education; Mathematics instruction; |
語文 | 中文(Chinese) |
中文摘要 | 影響學生在合作學習小組中互動的因素有許多,作業性質即為其中之一,而且這 個因素在數學學習中尤為重要。在研究者過去的個人經驗中,曾覺察到似乎某些題目比其他 的題目更容易引發學生的同儕互動。然而什麼樣的題目較能引發學生的互動呢?這些題目有 什麼特質呢?這是有待回答的問題。本研究選擇從題目難度的角度切入,企圖驗證中難度的 題目較適合在小組中使用這個假設。 研究者以臺東市一班國小五年級學生為對象,採用合作學習的方式進行為期 12 週的數學教 學實驗。研究者以分數概念的學習為主要的課程內容,提供小組作業單給學生從事小組討論 ,並將學生的互動加以錄音、錄影。事後亦將學生互動的錄音帶加以滕錄、編碼。作業單的 題目也經由測驗求得題目的難度。最後求題目難度與互動行為之間的相關。 研究結果支持同儕互動與數學題目難度有關以及中難度的題目較適合異質合作學習小組使用 討論。研究者建議使用合作學習的數學老師避開太難或太簡單的題目,以免浪費了學生寶貴 的討論機會。 |
英文摘要 | There are many factors that would affect the peer interaction in cooperative learning small groups. And the task requirement is a very important one among them. It seems to us that some math tasks are better than others in prompting peer interaction in the small groups. To find out what kind of math tasks produce more constructive peer interaction can help math teachers using cooperative learning more effectively. The purpose of this study is to explore this question by examining the relationship between task difficulty and peer interaction. Forty-four fifth-graders of an elementary school in Taitung city participated in this study. The major math concept learned was the addition and subtraction in fraction. The peer interactions in the small groups were audio-taped, transcribed, and coded. The difficulty level of each math problem item was calculated. Then the relationship between task difficulty and peer interaction was examined. We found that there was a curvilinear relationship between task difficulty and peer interaction, in that, tasks with medium difficulty produced more peer interaction than very easy or very difficult ones. The implication of this result was discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。