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題名:國小學童分數乘法問題之解題研究
作者:羅素貞
作者(外文):Suh-Jen luo
校院名稱:國立政治大學
系所名稱:教育學系
指導教授:蔣治邦
顏乃欣
學位類別:博士
出版日期:2002
主題關鍵詞:分數概念乘法問題概念運思單位分數內容物fractional conceptmultiplicative problemsconcetual operationcontent of a unit fraction
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本研究主要目的乃在探討分數乘法情境中哪些因素的改變,會影
響兒童對問題情境的理解。並進而從兒童在這些不同認知需求的問題
中的解題表現,推論其對一個分數詞所可能擁有的意義。
在研究對象上,本研究以四、五年級兒童為對象。為了改變問題
情境的認知需求,分別操弄了分數的角色、單位分數內容物個數、子
分割單位量「一」是否出現、積數範圍以及佈題方式等變項。在研究
進行上,共分為五個子研究:研究一在積數範圍為整數的情境中,操
弄分數的角色與單位分數內容物個數兩個變項;研究二在積數範圍為
分數的情境中,再次檢視分數的角色與單位分數內容物個數這兩個變
項的影響效應。研究三操弄子分割單位量「一」是否出現,及單位分
數內容物個數這兩個變項。研究四則在分數的整數倍情境中,操弄積
數範圍與倍數兩個變項,以觀察兒童在分數的整數倍中的困難來源。
研究五則操弄佈題方式與單位分數內容物個數兩個變項。
在資料分析上,分別進行量的分析與理解策略類別分析。在量的
分析上,以受試在各種問題上的得分為依變項,以各個研究所操弄的
變項以及年級為自變項,進行變異數分析。在類別分析上,分為正確
理解策略與錯誤類型兩個部分。類別分析的主要目的,乃在進一步提
供有關兒童可能的分數詞意義的訊息。
根據研究一與二的結果,對這些四五年級兒童而言,分數的整數
倍情境都比整數的分數倍情境簡單,而單位分數內容物個數的改變,
則不影響兒童對問題情境的理解。研究三的結果則發現,對四五年級
兒童而言,子分割單位量為「全部」的情境比子分割單位量為一的情
境困難,而單位分數內容物個數的改變對五年級兒童的影響大於對四
年級兒童的影響。研究四則發現,在分數的整數倍情境中,結果為假
分數或真分數並不影響四年級兒童對問題情境的理解,但是倍數的大
小,則是一個影響因素。最後,研究五發現,在「做數」情境中,四
五年級兒童的解題表現最佳,而在文字題的陳述中,是否提供具體表
徵物並不影響兒童對問題情境的理解。此外,研究五也發現,當單位
分數內容物改變時,對四年級兒童解題表現的影響則大於對五年級的
影響。
從研究一到五的結果,可以推論,四五年級在理解分數詞乃做為
一個可重複製作的單位量的意義上,比分數詞乃指示對單位量的分割
與合成活動好。而在子分割情境中,四五年級兒童在掌握一個集聚單
位與單位分數之間的部分全體關係上,仍有困難。從積數範圍來看,
對四年級兒童而言,分數的整數倍的結果為假分數的情境並未比結果
為真分數的情境困難。惟如果倍數太大(大於10),則可能影響四年級
兒童對這個情境的理解,最後,從佈題方式來看,四五年級兒童在整
數的分數倍情境中的困難來源,並非兒童不具備該情境的解題工具,
而是,當問題陳述未明確指出問題中的數量關係的話,對於分數啟蒙
階段的兒童而言,不易激發適當的基模。
進一步從兒童所用的理解策略中發現,四年級兒童的解題策略並
不因單位分數內容物個數不同而不同,五年級兒童則會針對問題情境
的改變,而採取不同的策略。因此,對五年級兒童而言,他們已發現
單位分數內容物個數的改變對問題中數量關係所可能帶來的影響,四
年級兒童則否。
最後,本研究發現,在研究一至三及研究五中都現了年級差異,
至於四五年級兒童這種差異係發展的因素或學習的結果,本研究的最
後一章中,做了一些討論
Two major purposes of this study were: (1) to investigate the effects of different contextual factors on students’ performance in solving multiplicative problems with fractions; (2) to study the meaning of a fractional number word constructed by students based on their performance to different types of problems varied in cognitive demands.
The five contextual factors under investigating were: the role of a fraction in multiplicative problems, the content of a unit fraction, the size of the product in multiplicative problems, the types of a unit for subdivision, and the types of problem posing.
Five substudies , each varied in different combinations of contextual factors, were conducted by the researcher. The subjects of this study were 631 fourth and 505 fifth grade students. Both quantitative and qualitative methods were employed in analyzing the data. Analysis of variance (i.e., three-way anova and split —plot anova) was used in studying the effects of contextual factors and grade level. Content analysis was used in studying the problem solving strategies, including both correct and incorrect strategies, employed by the students.
The results of this study indicate:
(1) problems with a fractional operand were easier than problems with a fractional operator;
(2) problems with “one” unit for subdivision were easier than those of a composite unit for subdivision;
(3) the content of a unit fraction had differential effects for fourth and fifth graders, i.e., fourth graders performed better on problems with the content of a unit fraction being “one” than on problems with that being “composite”, while there were no significant difference between two types of problems for fifth graders.
(4) problems that asked children to perform the numerosity of a fractional number word with concrete representation were easier than word problems of the same mathematical structure for both graders.
Finally it also finds that fifth graders performed better than fourth graders in all substudies. The effects of cognitive development and learning on students’ performance are further discussed.
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