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題名：國小學生數學文字題知識結構之評量
書刊名：教育與心理研究
作者：涂金堂
作者(外文)：Tu, Chin-tang
出版日期：2002
卷期：25(中)
頁次：頁369-399
主題關鍵詞：數學文字題；數學解題；知識結構；Mathematical word problems；Mathematical problem solving；Knowledge structures
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(9) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:38
  • 點閱點閱:56
解題者對數學文字題所產生的問題表徵品質，會影響解題的成功與，而解題者所具有的數學知識結構，是影響問題表徵品質優劣的重要因素。 因此，本研究旨在評量216位國小六年級學生的數學文字題知識結構，並探討其與數學解題表現的關係。研究結果發現： （一）不同數學能力學生在數學文字題知識結構測驗的三項數值（PRX數值、GTD數值、PFC數值），達顯著的差異。高數學能力與中數學能力學生的三項數值，皆顯著高於低數學能力學生的三項數值。 （二）國小六年級學生在數學文字題知識結構測驗上的PRX數值、GTD數值和PFC數值，皆與數學解題表現有顯著的相關。 （三）排除GTD和PFC兩個知識結數值的影響力後，國小六年級學生的PRX數值與數學解題表現的淨相關為.340，達顯著相關的水準（p < 0.1）。
The problem solvers’ problem of representation of mathematical word problems has great influence on the causes of mathematical problem solving. Thus, the mathematical knowledge structure problem solving. Thus, the mathematical knowledge structure problem solver is an important factor to influence problem representation quality. The purpose of the research is to evaluate 216 elementary school students of the sixth grade and to understand their knowledge structure of mathematical word problems and the relationship with the presentation of mathematical problem solving. The findings of the research are below： （1）The students with different mathematical abilities have significant differences on knowledge structure problems tests. High and middle mathematical ability students’ PRX, GTD and PFC values are significantly higher than low mathematical ability students’. （2）The students’ PRX, GTD and PFC values on the test of mathematical word problem knowledge structure showed significant correlation with mathematical problem solving. （3）To exclude the influence of GTD and PFC, the students’ partial correlation between PRX and mathematical problem solving is .340, and it has a significant correlated level.（p < 0.1）
期刊論文
1.陳東營、張惠博(19990400)。國中學生理化解題過程差異與其影響因素之研究。科學教育，9，54-87。  延伸查詢new window
2.Silver, E. A.(1981)。Recall of mathematical problem information: Solving related problems。Journal for Research in Mathematics Education，12(1)，54-64。  new window
3.Schoenfeld, A. H.、Herrmann, D. J.(1982)。Problem perception and knowledge structure in expert and novice mathematical problem solvers。Journal of Experimental Psychology: Learning, Memory, and Cognition，8(5)，484-494。  new window
4.Verschaffel, L.、Corte, E. D.(1993)。A decade of research on word problem solving in Leuven: Theoretical methodological, and practical outcomes。Educational Psychology Review，5，239-255。  new window
5.Nesher, P.(1986)。Learning mathematics: A cognitive perspective。American Psychologist，41，1114-1122。  new window
6.Goldsmith, T. E.、Johnson, P. J.、Acton, W. H.(1991)。Assessing structural knowledge。Journal of Educational Psychology，83(1)，88-96。  new window
7.Gliner, G. S.(1989)。College students' organization of mathematics word problems in relation to success in problem。School Science and Mathematics，89，392-404。  new window
8.Mayer, R. E.(1989)。Cognition and instruction in mathematics。Journal of Educational Psychology，81，452-456。  new window
會議論文
1.Housner, L. D.、Gomez, R.(1992)。Pedagogical knowledge structures in prospective teachers。The annual meeting of the American Educational Research Association。Austin, TX。  new window
研究報告
1.余民寧(1999)。國小數學學習障礙學生的知識結構評量與數學學習障礙診斷測驗編制之研究( I )。臺北市：國立政治大學教育學系。  延伸查詢new window
2.劉秋木(1989)。數學解題行為評量表編製報告。沒有紀錄。  延伸查詢new window
3.Marshall, S. P.(1987)。Schema knowledge structures for representing and understanding arithmetic story problems。沒有紀錄。  new window
學位論文
1.林曉芳(1999)。數學低成就國中生在代數概念學習之評量研究(碩士論文)。國立政治大學。  延伸查詢new window
2.Silver, E. A.(1977)。Student perceptions of relations among mathematical word problems(博士論文)。Columbia University，New York。  new window
3.江淑卿(1997)。知識結構的重要特性之分析暨促進知識結構教學策略之實驗研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.Chen, C. C.(1996)。Using similarity ratings and pathfinder algorithm for evaluating student's cognitive structures in Newtonian mechanics，0。  new window
5.Chartoff, B. T.(1976)。An exploratory investigation utilizing a multidimensional scaling procedure to discover classification criteria for algebra word problems used by students in grades 7-13，0。  new window
圖書
1.Usiskin, Z.、Bell, M.(1983)。Applying arithmetic: A handbook of applications of arithmetic, Part II: Operations。Applying arithmetic: A handbook of applications of arithmetic, Part II: Operations。沒有紀錄：The University of Chicago。  new window
2.Krutetskii, V. A.、Kilpatrick, J.、Wirzup, I.、Teller, John(1976)。The Psychology of Mathematical Abilities in School Children。Chicago, IL：The University of Chicago Press。  new window
3.Resnick, L. B.、Ford, W. W.(1984)。The psychology of mathematics for instruction。Hillsdale, N. J：Lawrence Erlbaum Associates。  new window
4.Schvaneveldt, R. W.(1994)。Knowledge network organizing tool (PCKNOT version: 4.2)。Las Cruces, NM：Interlink, Inc.。  new window
5.Mayer, Richard E.(1992)。Thinking, problem solving, cognition。W. H. Freeman and Company：Times Books：Henry Holt & Company。  new window
6.Soloway, E.、Lochhead, J.、Clement, J.(1982)。Does computer programming enhance problem solving ability? Some positive evidence on algebra word problems。Computer Literacy。New York, NY。  new window
圖書論文
1.Riley, M. S.、Greeno, J. G.、Heller, J. I.(1983)。Development of children's problem-solving ability in arithmetic。The Development of Mathematical Thinking。Pittsburgh, Pennsylvania：Learning Research and Development Center, University of Pittsburgh。  new window
2.Fuson, K. C.(1992)。Research on whole number addition and subtraction。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。Macmillan。  new window
3.Chi, M. T. H.、Glaser, R.(1985)。Problem-solving ability。Human abilities: An information processing approach。New York：W. H. Freeman and Company。  new window
4.Chi, M. T. H.、Glaser, R.、Rees, E.(1982)。Expertise in problem solving。Advances in the psychology of human intelligence。Erlbaum。  new window
 
 
 
 
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