|
參考文獻 中文部分 李端明 (民86)。「分數詞」之解題活動類型:一個國小四年級兒童 之個案研究。國立嘉義師範學院國民教育研究所碩士論文,未 發表。 南一書局 (民89)。國民小學數學教學指引,第七、八、九、十冊。 台北,南一書局 教育部 (民82)。國民小學課程標準。 教育部 (民87)。國民教育階段九年一貫課程總綱綱要。 教育部 (民90)。分數的數概念與運算。教育部台灣省國民學校教 師研究會。 甯自強 (民81)。兒童的整數詞意義。論文發表於第八屆科學教育 年會。高雄市高雄師範大學。 甯自強 (民82a)。單位量的變換(一):正整數乘除法運思的啟蒙。 教師之友,34(1),頁 27-38。 甯自強 (民82b)。分數的啟蒙--量的子分割活動的引入。教師之 友,34(3),頁 45-51。 甯自強 (民83)。國小低年級兒童數概念發展研究(1)--「數概念」 類型研究(Ⅱ)。國科會專題研究計畫報告。NSC-83-0111-S-023 -001-A。 甯自強 (民84a)。五個區分對數與計算教材設計的影響。載於八十 三學年度國民小學新課程數學科研討會論文及會議實錄專輯。 台灣省國民學校教師研習會。 甯自強 (民84b)。單位量的變換(二):正整數乘除運思的融合。教 師之友,36(5),頁 35-44。 甯自強 (民86a)。量的子分割(二)--真分數的引入。教師之友, 38(4),頁 33-38。 甯自強 (民86b)。量的子分割(三)--等值分數的引入。教師之友 ,38(5),頁 36-40。 國立編譯館 (民90)。數學教學指引,第九、十冊。台北:台灣書店。 英文部分 Aksu, M. (1997). Student performance in dealing with fractions . Journal of Educational Research, 90, 375-383. Behr,M. Lesh, R. Post, T. R., & Silver, E. A. (1983). Rational Number concepts. In R. Lesh & M. Landau (Eds.), Acquistion of Mathematical concepts and process (pp. 91-126). New York: Academic Press. Bell, A. Fischbein, E., & Greer, B. (1988). Choices of verbal arithmetics problems: The effects of number size, problem structure and context. Educational Studies in Mathematics, 15, 129-147. Davis, G., Hunting, R. P., & Pearn, C. (1993). What might a fractions mean to a child and how would a teacher know? Journal of Educational Behaviors, 12, 63-76. De Corte, E., Verschaffel, L., & Dewin, L. (1985). Influence Of rewording verbal problems on children’s problem representations and solutions. Journal of Educational Psychology, 15, 470-471. De Corte, E., Verschaffel, L., & Van Collie, V. (1988). Influence of number size, problem structure, and response mode on children’s solution of multiplication. Journal of Educational Behaviors, 12, 197-216. Fischbein, E., Deri, M., Nellio, M. S., & Marino, M. S.(1985). The rolo of implicit models in solving verbal problems in mulplication and division. Journal for Research in Mathematics Education, 16, 3-17. Hardiman, P.T. & Mestre, J. P. (1989). Understanding multiplicative Contexts involving fractions. Journal of Educational Psychology, 81, 4, 547-557. Hayes, J.R. (1989). The complete problem solving. Hillsdale, NJ:Erlbaum. Hiebert, J. & Behr, M. (1988). Introduction. In J. Hiebert & M. ehr (Eds.), Number concepts and operations in middle grades (pp 1-18).Hillsdale, NJ:Erlbaum. Greer, B. (1987). Nonconversation of multiplication and division Involving decimals. Journal for Research in Mathematics Education, 18, 37-45. Greer, B. (1988). Nonconversation of multiplication and division: Analysis of a symptom. Jounal of Educational Behaviors, 7, 281-278 . Graeber, A. O. & Tirosh, D. (1988). Multiplication and division involving decimals. Jounal of Educational Behaviors, 7, 263- 280. Graeber, A. O. & Tirosh, D. (1990). Insights fourth and fifth Graders bring to multiplication and division involving decimals. Educational Studies in Mathematics, 21, 565-588. Luke, C. (1988). The repeated addition model of multiplication and children’s performance on mathematical word. Journal of Educational Behaviors, 12, 217-226. Mayer, R. E. (1992). Thinking, problem solving, cognition. New York: W. H. Freeman and Company. NCTM (1980). An agenda for action. Reston, VA:NCTM. NCTM (1989). Curriculum and evaluation standards for school Mathematics. Reston, VA:NCTM. Nesher, P., (1988). Multiplivative school word problem: Theoretical Approacher and empirical fidings. In J. Hiebert & M.Behr (Eds.), Number concepts and operations in middle grades (pp 19-40).Hillsdale, NJ:Erlbaum. Ning, T. C. (1992). Children’s meanings of fractional number words. Unpublished doctoral dissertation. The University of Georgia, Athens, GA. Piaget, J. Inhelder, B. & Szeminska, A. (1960). The child Conceptin of geometry. New York:Basic book. Piaget, J. (1970). Genetic epistemology (E. Duckworth trans. ). New York: Columbia University Press. Olhsson, S. (1988). Mathematical meaning and applicational meaningin the semantics of fractions and related concepts. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in middle grades (pp53-92). Hillsdale, NJ: Erlbaum. Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Develop of Children’s problem solving ability in arithematic. In H. P. Ginsburg (Ed.), The development of mathematics thinking (pp 153-196). New York: Academic Press. Tzur, R. (1999). An intergrated study of Children’s Construction of the improper fractions and the teacher’s role in promoting that learning. Journal for Research in Mathematics Education, v30, 390-416. Van Lehn, K., (1983). On the representation of procedures in repair theory. In H. P. Ginsburg (Ed.), The development of mathematics thinking (pp 201-253). New York: Academic Press. Vergnaud, G. (1983). Mulplicative structures. In R. Lesh & M. Landau (Eds.), Acquistion of Mathematical concepts and process (pp. 128-175). New York: Academic Press.
|