查詢結果分析
來源資料
頁籤選單縮合
題名 | 國小高年級學生數學解題後設認知行為之研究=A Study of Metacognitive Behaviors of Mathematical Problem Solving in Older-Grade Students of Elementary School |
---|---|
作者 | 馬秀蘭; 吳德邦; | 書刊名 | 臺中師院學報 |
卷期 | 13 1999.06[民88.06] |
頁次 | 頁371-410 |
分類號 | 523.32 |
關鍵詞 | 多媒體電腦輔助教學; 後設認知; 數學解題; Multimedia computer-assisted instruction; MCAI; Metacognitive behaviors; Mathematical problem solving; |
語文 | 中文(Chinese) |
中文摘要 | 本研究計畫的目的是在探討六年級學生在接受或沒有接受多媒體電腦輔助教學 (MCAI)光碟片學習後,解題時的後設認知行為。 本研究的六位控制組與六位實驗組學生是來自國小六年級一班中,數學高、中、低程度 各二人。兩組學生平日接受正常數學課中的解題課程,實驗組學生並於課後接受本研究自行 研發之以數學解題為導向的MCAI系統。實驗之後,十二位受試者採用放聲思考來解答數學 問題,其中解題過程完全被錄音,然後再將其轉譯成原案。 最後分析結果發現,實驗組低數學能力者之解題後設認知能力略高於控制組同等能力 者,即本MCAI系統對低數學能力學童之解題後設認知行為有程度上的效益。但是在兩組中, 一般高數學能力者均比較能做多方向的思考,也較善於質詢策略的適當性與較能清楚地解釋 策略使用的理由;因此,高數學能力者所表現之解題後設認知能力普遍高於低數學能力者。 然而毋論學生數學能力的高低如何,他們總有自己個人的解題方式。 |
英文摘要 | This study was undertaken to investigate sixth graders' Metacognitive behaviors of mathematical problem-solving under the circumstance of receiving or not receiving the treatment of a multimedia computer-assisted instruction (MCAI) CD title, which was developed by the researchers. The non-treatment group (6 students) and the treatment group (6 students) in this study were randomly selected from a sixth-grade class of one elementary school. Each group respectively included two high, middle, and low mathematics achievement students. After the problem-solving class, only the treatment group received the instruction of MCAI, that is mathematical problem-solving oriented. At last, all 12 subjects respectively applied "thinking aloud" to solve mathematical problems. Their processes of lem-solving were recorded, then were described into verbatim protocols. The final analysis revealed that the Metacognitive abilities of problem-solving of low mathematics achievement subjects in the treatment group were slightly higher than those of the same mathematics achievement in the non-treatment group. That is, the MCAI advantaged low mathematics achievement students' Metacognitive behaviors of problem-solving. All high mathematics achievement students' Metacognitive abilities of problem-solving were higher than those of low mathematics achievement students in both groups. Whatever mathematics achievements students may make, they always had their own methods of problem-solving. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。