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題名:心算教學活動實踐於小一數學課室之研究
書刊名:教育科學研究期刊
作者:楊德清 引用關係黃瓊賢
作者(外文):Yang, Der-chingHuang, Cyong-slan
出版日期:2012
卷期:57:2
頁次:頁125-154
主題關鍵詞:心算加減法問題國小一年級Mental computationAddition and subtraction problemsFirst-grade
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:0
  • 點閱點閱:21
本研究採質性研究法探討國小一年級學生進行心算教學活動之成效、策略改變情形及教學活動的實施歷程。研究樣本為實驗組學生21人,進行二位數加減一位數的心算策略教學。對照組學生16人,依照教科書規劃的方式進行二位數加減一位數的教學,兩班各進行12節課教學。研究結果顯示:教學後實驗組學生在心算之表現顯著優於對照組學生。同時,結果亦顯示教學後實驗組學生能夠發展多元之解題策略,如分離策略、集合策略,以及整體策略等。相反地,對照組學生在教學前、後,所使用之策略以數數策略、圖像與直式心像為主,改變較少,且少有心算策略的使用。教學過程中,藉由高分組學生的回答帶動中分組與低分組學生的思考,同時學生對於能夠上臺分享自己的策略感到興奮。最後根據研究結果,針對心算教學活動融入一年級數學課程及未來研究提出建議。
This study employs a qualitative approach to investigate the effect of mental computation activities integrated into first-grade mathematics classes. The mental computation activities, including 2-digit addition and subtraction problems, were used in an experimental group comprising 21 students. The control group comprised 16 students who were following textbook activities, including 2-digit addition and subtraction problems. The teaching intervention lasted for 12 periods for both groups. The results show that students in the experimental group experienced improved performance for mental computation than students in the control group following intervention. Additionally, data indicate that students in the experimental group can develop and use multiple mental strategies, such as separation, aggregation, and holistic strategies following intervention. Conversely, students in the control group preferred using counting and pictorial strategies, as well as images of written computation. Fewer mental strategies were used in the control group. During the instruction of mental computation, students’ problem-solving ability in the mid- and low-level can be improved by high-level students’ explanations. The teaching, learning, and curriculum design of mental computation, as well as directions for future studies, are discussed.
期刊論文
1.Reys, Robert E.、Yang, Der-Ching(1998)。Relationship Between Computational Performance and Number Sense Among Sixth- and Eighth-Grade Students in Taiwan。Journal for Research in Mathematics Education,29(2),225-237。  new window
2.Baroody, A. J.(1987)。The development of counting strategies for single-digit addition。Journal for Research in Mathematics Education,18(2),141-157。  new window
3.Beishuizen, M.(1993)。Mental strategies and materials or models for addition and subtraction up to 100 in Dutch second grades。Journal for Research in Mathematics Education,24(4),294-323。  new window
4.Blöte, A. W.、Klein, A. S.、Beishuizen, M.(2000)。Mental computation and conceptual understanding。Learning and Instruction,10(3),221-247。  new window
5.Heirdsfield, A. M.、Cooper, T. J.(2004)。Factors affecting the process of proficient mental addition and subtraction: Case studies of flexible and inflexible computers。Journal of Mathematical Behavior,23(4),443-463。  new window
6.Maclellan, E.(2001)。Mental calculation: Its place in the development of numeracy。Westminster Studies in Education,24(2),145-154。  new window
7.Mardjetko, E.、Macpherson, J.(2007)。Is your classroom mental?。Australian Primary Mathematics Classroom,12(2),4-9。  new window
8.Murphy, C.(2004)。How do children come to use a taught mental calculation strategy?。Educational Studies in Mathematics,56(1),3-18。  new window
9.Reys, B. J.、Reys, R. E.、Hope, J. A.(1993)。Mental computations: A snapshot of 2nd, 5th, and 7th grade student performance。School Science and Mathematics,93(6),306-315。  new window
10.Reys, R. E.、Reys, B. J.、Nohda, N.、Emori, H.(1995)。Mental computation performance and strategy use of Japanese students in grades 2, 4, 6 and 8。Journal for Research in Mathematics Education,26(4),304-326。  new window
11.Thompson, I.(1999)。Mental calculation strategies for addition and subtraction: Part 1。Mathematics in School,28(5),2-4。  new window
12.Varol, F.、Farran, D.(2007)。Elementary school students' mental computation proficiencies。Early Childhood Education Journal,35(1),89-94。  new window
13.Burns, M.(2004)。10 big math ideas。Instructor,113(7),16-19。  new window
14.Heirdsfield, A. M.、Cooper, T. J.(2004)。Inaccurate mental addition and subtraction: Causes and compensation。Focus on Learning Problems in Mathematics,26(3),43-65。  new window
會議論文
1.Heirdsfield, A. M.、Lamb, J.(2006)。Teacher actions: Enhancing the learning of mental computation in year 2。Prague, Czech Republic。3,281-288。  new window
2.Heirdsfield, A. M.(2004)。Enhancing mental computation teaching and learning in year 3。Melbourne。  new window
研究報告
1.Department for Education and Employment(1998)。The implementation of the national numeracy strategy: The final report of the numeracy task force。London, UK。  new window
圖書
1.教育部(2003)。國民中學九年一貫課程綱要--數學學習領域。臺北市:教育部。  延伸查詢new window
2.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia:National Council of Teachers of Mathematics。  new window
3.National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standards for school mathematics。Reston, VA:National Council of Teachers of Mathematics。  new window
4.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
5.Nani Educational Publishing Group(2008)。南一國小數學課本。臺南市。  延伸查詢new window
6.Beishuizen, M.(2001)。Different approaches to mastering mental calculation strategies。Principles and practices in arithmetic teaching。Buckingham, UK。  new window
7.Cooper, T. J.、Heirdsfield, A. M.、Irons, C. J.(1996)。Children's mental strategies for addition and subtraction word problem。Children's number learning。Adelaide, AU。  new window
其他
1.Queensland Studies Authority(2003)。Mathematics years 1 to 10 syllabus,http://www.qsa.qld.edu.au/yrs1_10/kla/mathematics/files/draft.pdf。  new window
 
 
 
 
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