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題名：聽覺障礙學生與普通學生分數減法演算法則之分析
書刊名：新竹師院學報
作者：黃桂君 引用關係
作者(外文)：Huang, Kuei-chun
出版日期：1996
卷期：9
頁次：頁363-390
主題關鍵詞：聽覺障礙；認知診斷；分數減法；演算法則
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(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:57
  • 點閱點閱:27
　　　　　本研究以「分數減法診斷測驗」實作原稿，分析比較581名聽覺障礙學生與746名普通學生演算所出現的錯誤法則，以捕捉其分數減法能力的認知狀態。研究結果顯示：聽障組與普通組學生較常出現的演算法則大致相同，但是，在常見錯誤演算法則與一般錯誤演算類型人數分配上，兩組學生均達顯著差異．最後，根據研究發現作進一步的討論，並提出若干教學與研究上之建議。
　　　　　The purpose of this study was to compare the cognitive states of fraction substraction form the hearing-impaired (HI) students and those from the non-handicapped (NH) students by "Fraction Substraction Diagnostic Test (FSDT)". Total of 1327 subjects, 581 HI students and 746 NH students, were included in this study. The data was analyzed by protocol analysis. The resultsindicated that I students, compared with NH students, were found to use similar strategies andmake similar errors in computation but performed significantly different from NH students on frequencies of computation rules in the fraction substraction items. Further discussion was made on basis of the previous findings, and some suggestions on teaching and future research were offered.
期刊論文
1.Post, T. R.、Wachsmuth, I.、Lesh, R.、Behr, M.(1985)。Order and equivalence of rational numbers: A cognitive analysis。Journal for Research in Mathematics Education，16(1)，18-36。  new window
2.林寶貴、錡寶香(19910600)。高職階段聽覺障礙學生國語文與數學能力之研究。特殊教育研究學刊，7，109-127。new window  延伸查詢new window
3.林碧珍(19901200)。從圖形表徵與符號表徵之間的轉換探討國小學生的分數概念。新竹師院學報，4，295-347。new window  延伸查詢new window
4.黃桂君(19910300)。皮亞傑認知發展學說與聽覺障礙兒童認知能力之探討。特殊教育季刊，38，25-31。new window  延伸查詢new window
5.Austin, G. F.(1975)。Knowledge of selected concepts obtained by an adolescent deaf population。American Annals of the Deaf，120，360-370。  new window
6.Anderson, R. C.(1984)。Some reflection on the acquisition of knowledge。Educational Researcher，13(9)，5-10。  new window
7.Clements, M. A.、Lean, G. A.(1987)。Discrete fraction concepts and cognitive structure。P. M. E. X.，2，215-232。  new window
8.Brown, J. S.、Burton, R. R.(1978)。Diagnostic models for procedural bugs in basic mathematical skills。Cognitive Science，2，155-192。  new window
9.Jeck, P.(1981)。Conceptual issues in the teaching and learning of fractions。Journal research of mathematics education，12，339-348。  new window
10.Harel, G.、Behr, M.(1988)。Structure and hierarchy of missing value proportion problems and their representations。The Journal of Mathematical Behavior，8，77-119。  new window
11.Pirie, S. E. B.(1988)。Understanding: Instrumental, relational, intuitive, constructed, formalized...? How can we know?。For the Learning of Mathematics，8(3)，2-6。  new window
12.Tatsuoka, K. K.(1984)。Caution indices based on item response theory。Psychometrika，49，95-110。  new window
13.Zwiebel, A.、Mertens, D.(1985)。A comparison of intellectual structure in deaf and hearing children。American Annals of the Deaf，130(1)，27-31。  new window
14.郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20(5)，548-570。  延伸查詢new window
會議論文
1.洪志成(1990)。建構主義初探：兼論其在教育上的啓示。台灣省第一屆教育學術論文發表會，1-14。  延伸查詢new window
2.Mack, N. K.(1988)。Learning fraction with understanding: Building upon informal knowledge。The Annual Meeting of the American Educational Research Association，(會議日期: 1988/04/05-09)。New Orleans, LA。  new window
3.Titus, J. C.(1992)。The concept of fractional Number among hearing-impaired student。The Annual Conference of the American Educational Research Association，(會議日期: 1992/04/20-24)。San Francisco, CA。  new window
學位論文
1.黃桂君(1995)。聽覺障礙學生分數減法演算歷程之診斷分析(博士論文)。臺灣師範大學。new window  延伸查詢new window
2.呂玉琴(1994)。國小教師分數教學之相關知識研究(博士論文)。國立師範大學。new window  延伸查詢new window
3.楊瑞智(1994)。國小五、六年級不同能力學童數學解題的思考過程(博士論文)。國立師範大學。new window  延伸查詢new window
4.謝毅興(1991)。國小五、六年級不同能力學童數學解題的思考歷程(碩士論文)。國立臺灣大學。  延伸查詢new window
5.李如鵬(1990)。聽覺障礙學生數學能力測驗之編製及其相關因素研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Bone, A. A.、Carr, J. A.、Daniele, V. A.、Fisher, R.、Fones, N. B.、Innes, J. I.、Maher, H. P.、Osborn, H. G.、Rockwell, D. L.(1984)。Promoting a clear path to technical education。Washington, D. C.：Model Secondary School for the Deaf。  new window
2.Paul, P. V.、Quigley, S. P.(1990)。Education and deafness。New York：Longman。  new window
3.鄭昭明(1993)。認知心理學。台北：桂冠。  延伸查詢new window
單篇論文
1.Rumelhart, D. E.(1981)。Understanding understanding(No. ED 198497)。  new window
圖書論文
1.Behr, M. J.、Wachsmuth, I.、Post, T. R.(1985)。Tasks to assess children's perception of the size of a fraction。Theory, Research, and Practice in Mathematical Education: Working Group Reports and Collected Papers, Fifth International Congress on Mathematical Education。University of Nottingham：Shell Centre for Mathematical Education。  new window
2.Greengerg, M. T.、Kusche, C. A.(1989)。Cognitive, personal, and social development of deaf children and adolescents。The handbook of special education: Vol. 3 Research and practice。Oxford：Pergamon。  new window
3.Carpenter, T. P.、Moser, J. M.(1986)。The development of addition and subtraction problem solving skills。Addition and subtraction: A cognitive perspective。New York：Academic Press。  new window
4.Brown, J. S.、VanLehn, K.(1982)。Towards a generative theory of "bugs"。Addition and subtraction: A cognitive perspective。Hillsdale, NJ：Erlbaum。  new window
5.Kieren, T.(1988)。Personal knowledge of rational numbers: Its intuitive and formal development。Number concepts and operations in the middle grades。Reston, VA：National Council of Teachers of Mathematics。  new window
6.Greeno, J. G.(1987)。Instructional representation based on research about understanding。Cognitive Science and Mathematics Education。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.Mats, M.(1982)。Towards a process model for high school algebra errors。Intelligent tutoring systems。New York：Academic Press。  new window
8.Maurer, S. B.(1987)。New knowledge about errors and new views about learners: what they mean to educators and more educators would like to know。Cognitive Science and Mathematics Education。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
9.Rumelhart, D. E.、Ortony, A.(1977)。The representation of knowledge in memory。Schooling and the acquisition of knowledge。Hillsdale, N：Drlbaum。  new window
10.Resnick, L. B.(1987)。Constructing knowledge in school。Development Theory: Conflict or congruence?。Hillsdale, NJ：Erlbaum。  new window
11.Resnick, L. B.(1986)。The development of mathematical intuition。Perspectives on intellectual development: The Minnesota Symposia on Child Psychology。Hillsdale, NJ：Lawrence Erlbaum。  new window
 
 
 
 
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