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題名：兒童如何在重複中找到規律？--重複樣式的程序性與概念性知識
書刊名：教育科學研究期刊
作者：吳昭容 引用關係／徐千惠
作者(外文)：Wu, Chao-jung／Hsu, Chien-hui
出版日期：2010
卷期：55:1
頁次：頁1-25
主題關鍵詞：重複樣式；捷思法；程序性知識；概念性知識；Repeating pattern；Heuristic；Procedural knowledge；Conceptual knowledge
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:25
  • 點閱點閱:54
摘要： 重複樣式的經驗對於掌握事物的規律性與發展代數思維甚為重要。本文以5歲和6歲各30多名及8歲兒童40名進行找單位作業和下一色作業，指出偵測重複樣式的程序性知識包括：設定切割點、編碼、比對、複製或修正的迴路等四個步驟，也討論了限定原則與等長原則等概念性知識。5、6歲兒童雖有近95%具備兩種概念性知識，卻有25%無法與程序性知識恰當地統整以找到單位。8歲兒童在實驗所用的樣式結構下，幾乎可完全正確地找到單位，但在預測下一色的作業中卻有生產性的缺陷，會因未採用找單位的方式解題，僅比對序列最前端與最末端群組而犯錯。本文將結果統整在Baddeley（2001）的工作記憶模式與Anderson（1983）的ACT＊模式下，指出工作記憶、程序性知識與概念性知識在重複樣式偵測歷程的角色。
Abstract： Children who explore repeating patterns are able to grasp the regularity in the world and develop algebraic thinking. The authors studied five- to eight-year-old children to investigate how procedural knowledge and conceptual knowledge are used in identifying repeating patterns. Procedural knowledge comprises setting boundaries, encoding, comparing, and loop of reiteration or revision, and conceptual knowledge includes the principles of restricted and equal-length, among others. The procedural and conceptual knowledge of repeating patterns could be interpreted by a “procept”. The eight-year-old children could integrate the procedural and conceptual knowledge to find the patterns, but they had accessibility deficiency and adopted the heuristics only occasionally. The five- and six-year-old children showed evidence of two principles, but some could not integrate the procedural knowledge. Results were applied to the Working Memory Model (Baddeley, 2001) and the ACT* Model (Anderson, 1983).
期刊論文
1.Taylor-Cox, J.(2003)。Algebra in the Early Years?。Young Children，58(1)，14-21。  new window
2.洪萬生(2005)。從程序性知識看《算數書》。人文與社會類，50(1)，75-89。new window  延伸查詢new window
3.Warren, E.、Cooper, T.(2006)。Using repeating patterns to explore functional thinking。Australian Primary Mathematics Classroom，11(1)，9-13。  new window
4.Hiebert, J.、Wearne, D.(1985)。A model of students' decimal computation procedures。Cognition and Instruction，2(3/4)，175-205。  new window
5.Gray, E.、Tall, D.(1994)。Duality, ambiguity and flexibility: A proceptual view of simple arithmetic。Journal for Research in Mathematics Education，25(2)，115-141。  new window
6.曾世杰、邱上真、林彥同(20031000)。幼稚園至國小三年級學童各類唸名速度能力之研究。師大學報. 教育類，48(2)，261-289。new window  延伸查詢new window
7.吳昭容、嚴雅筑(2008)。樣式結構與回饋對幼兒發現重複樣式的影響。科學教育學刊，16（3），303-324。new window  延伸查詢new window
8.Baddeley, A. D.(2001)。Is working memory still working?。American Psychologist，56(11)，849-864。  new window
9.Economopoulos, K.(1998)。What comes next? The mathematics of pattern in kindergarten。Teaching Children Mathematics，54(4)，230-233。  new window
10.Fuson, K. C.,、Briar, D. J.(1990)。Base-ten blocks as a first and second-grade learning/teaching approach for multidigit addition and subtraction and place-value concepts。Journal for Research in Mathematics Education，21，180-206。  new window
11.Greeno, J. G.、Simon, H. A.(1974)。Processes for sequence production。Psychological Review，81(3)，187-198。  new window
12.Hiebert, J.,、Wearne, D.(1992)。Links between teaching and learning place value with understanding in first grade。Journal for Research in Mathematics Education，23，98-122。  new window
13.Papic, M.(2007)。Promoting repeating patterns with young children: More than just alternating colours。Australian Primary Mathematics Classroom，12(3)，8-12。  new window
14.Rittle-Johnson, B.,、Star, J. R.(2007)。Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations。Journal of Educational Psychology，99(3)，561-574。  new window
15.Vitz, P. C.,、Todd, T. C.(1969)。A coded element model of the perceptual processing of sequential stimuli。Psychological Review，76(5)，108-117。  new window
學位論文
1.洪明賢(2003)。國中生察覺數形規律的現象初探(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Fuson, K. C.(1988)。Children’s counting and concepts of number。New York：Springer-Verlag。  new window
2.Anderson, John R.(1983)。The Architecture of Cognition。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
3.Gelman, R.、Gallistel, C. R.(1978)。The child's understanding of number。Harvard University Press。  new window
4.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
5.Resnick, L. B.、Ford, W. W.(1981)。The Psychology of mathematics for instruction。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
6.林清山、R. E. Mayer(2002)。教育心理學：認知取向（Educational psychology: A cognitive approach）。臺北市。  延伸查詢new window
7.Baroody, A. J.(2003)。The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge。The development of arithmetic concepts and skill。Mahwah, NJ:。  new window
8.Garrick, R., Threlfall, J.,、Orton, A.(1999)。Pattern in the nursery。Pattern in the teaching and learning of mathematics。London。  new window
9.Hiebert, J.(1986)。Conceptual and procedural knowledge: The case of mathematics。Hillsdale, NJ:。  new window
10.Orton, A.(1999)。Pattern in the teaching and learning of mathematics。London。  new window
11.Owen, A.(1995)。In search of the unknown: A review of primary algebra.。Children’s mathematical thinking in the primary years: Perspectives on children’s learning。London。  new window
12.Rittle-Johnson, B.,、Siegler, R. S.(1998)。The relation between conceptual and procedural knowledge in learning mathematics: A review。The development of mathematical skill。Hove, UK。  new window
13.Threlfall, J.(1999)。Repeating patterns in the early primary years。Pattern in the teaching and learning of mathematics。London。  new window
14.Warren, E.(2005)。Patterns supporting the development of early algebraic thinking。Building connections: Research, theory and practice。Sydney, Australia。  new window
15.Wearne, D.,、Hiebert, J.(1988)。Constructing and using meaning for mathematical symbols: The case of decimal fractions。Number concepts and operations in the middle grade。Hillsdale, NJ。  new window
圖書論文
1.Schoenfeld, A. H.(1986)。On having and using geometric knowledge。Conceptual and procedural knowledge: The case of mathematics。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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