:::

詳目顯示

回上一頁
題名:國小學童數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現關聯模式之建構與驗證—以因倍數單元為例
作者:陳世杰
作者(外文):CHEN, SHIH-CHIEH
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:左太政博士
傅粹馨博士
學位類別:博士
出版日期:2017
主題關鍵詞:數學文字題解題自我調整學習策略文字題閱讀理解文字題解題表現因數倍數self-regulated learning strategies of math word problems solvingreading comprehension of word problemssolving performance of word problemsfactormultiple
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(0) 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:0
  • 共同引用共同引用:0
  • 點閱點閱:46
本研究旨在探討國小學童數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現關聯模式之建構與驗證,並以因倍數單元為例。本研究之主要研究目的有四:(一)編製與發展適用於國小學童、且具良好信、效度之「數學文字題解題自我調整學習策略量表」、「文字題閱讀理解測驗」與「文字題解題表現測驗」,並驗證其測量模式。(二)建構與探究「數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現之關係-以因倍數單元為例」整體模式之測量模式與結構模式的關聯性,並分析其適合性。(三)了解「文字題閱讀理解」在「數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現之關係-以因倍數單元為例」此結構模式的中介效果,探討其影響徑路模式是否能夠契合實際觀察資料,有效解釋變項間的徑路關係,以驗證結構模式。(四)檢驗「數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現之關係-以因倍數單元為例」之最終結構模式是否具有預測效度,以驗證模式之穩定性與有效性。
本研究採用問卷調查法,運用「分層隨機叢集取樣」方式抽取彰化縣公立國民小學六年級學童8 個班級共245人為預試樣本,以作為量表及測驗之信、效度分析依據;另以臺灣中部五縣市(苗栗縣、臺中市、彰化縣、南投縣、雲林縣)公立國民小學六年級學童23 個班級共615 人為正式樣本,其中校正樣本為300 人,效度樣本為315 人,校正樣本用來分析研究主要變項與整體模式之測量模式、並建構與驗證結構模式,效度樣本則作為複核效度之用。研究工具則包含「數學文字題解題自我調整學習策略量表」、「文字題閱讀理解測驗」與「文字題解題表現測驗」。本研究之資料處理採用探索性因素分析、信度分析、驗證性因素分析及結構方程模式等統計方法分析資料,並討論研究結果。
本研究之結論歸納如下:
一、國小學童之「數學文字題解題自我調整學習策略」、「文字題閱讀理解」與「文字題解題表現」的測量模式契合觀察資料。
二、國小學童之「數學文字題解題自我調整學習策略」對「文字題解題表現」有直接效果;其次,「文字題閱讀理解」在「數學文字題解題自我調整學習策略」與「文字題解題表現」間為完全中介,間接效果大於直接效果。
三、國小學童之「數學文字題解題自我調整學習策略」、「文字題閱讀理解」與「文字題解題表現」結構模式具有預測效度。
最後,本研究根據上述研究結論提出具體建議,以供國小教師數學教學、國小學童數學學習與後續研究之參考。
The purpose of this study was to explore the relationship among self-regulated learning strategies of math word problems solving, reading comprehension of word problems and solving performance of word problems of elementary school students. A model was constructed to verify the direct impact of self-regulated learning strategies of math word problems solving on solving performance of word problems by evaluating the reading comprehension of word problems which was the mediator in the model.
One scale (“self-regulated learning strategies of math word problems solving scale”) and two tests (“reading comprehension of word problems test” and “solving performance of word problems test”) were constructed in this study. In order to test the reliability and the validity of the scale and tests, the pretest data was obtained from 245 students located in Changhua county and analyzed by exploratory factor analysis (EFA). The target population was grade 6 elementary school students in central Taiwan and 615 students were selected using random stratified cluster sampling. Then, the formal data was randomly split up into two parts. The first part of the data 300 was analyzed by confirmatory factor analysis (CFA) and by using structural equation modeling (SEM), whereas the second part of the data 315 was used for cross-validation analysis. The data in the study was analyzed by exploratory factor analysis, reliability analysis, confirmatory factor analysis and structural equation modeling.
Major findings of this study were as follows:
1. The data-model fitted well in measurement models for the scale and tests of elementary school students’ self-regulated learning strategies of math word problems solving, reading comprehension of word problems, and solving performance of word problems.
2. Elementary school students’ self-regulated learning strategies of math word problems solving had a direct and positive effect on their solving performance of word problems. The relationship between self-regulated learning strategies of math word problems solving and solving performance of word problems was also mediated by reading comprehension of word problems. The indirect effect was greater than the direct effect.
3. The results showed that the cross-validation test confirmed the model’s stability and predictability.
Based on these research findings, some practical suggestions are for elementary school teachers, students, and further research.
參考文獻

壹、中文部分
呂玉琴、薛千薇、莊秉軒(2013)。國小六年級學童在分數除法文字題的解題表現。國民教育,54(1),87-95。
李文惠(2006)。自我調節理論模式及其在問題解決上的啟示。教育研究,14,191-202。
李茂能(2006)。結構方程模式軟體AMOS之簡介及其在測驗編製上之應用-Graphics & Basic。臺北市:心理。
李麗君、陳玟樺(2010)。數學文字比較題語意結構對國小六年級學童解題影響之研究。國民教育研究學報,24,129-168。new window
周筱亭、黃敏晃(主編)。謝堅、蔣治邦、吳淑娟(編著)(2002)。國小數學教材分析:整數的數量關係。臺北縣:國立教育研究院籌備處。
林文正(2005)。國小學童自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究。屏東師院學報,22,147-184。new window
林建平(2004)。學童自我調整學習之調查研究。臺北市立師範學院學報,35(1),1-24。new window
林清山(譯)(1991)。教育心理學:認知取向(原作者:R. E. Mayer)。臺北市:遠流。(原著出版年:1987)
林碧珍(1990)。新竹師院輔導區國小數學科「怎樣解題」教材實施情況調查與學習成效研究。新竹師院學報,3,363-391。new window
張建妤、柯華葳(2012)。數學成就表現與閱讀理解的關係:以TIMMS 2003數學試題與PIRLS 2006閱讀成就測驗為工具。教育心理學報,44,95-116。new window
張英傑、周菊美(譯)(2005)。中小學數學教材教法(原作者:John A. Van De Walle)。臺北市:五南。(原著出版年:2001)
張景媛(1992)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報,25,201-243。new window
張景媛(1994)。數學文字題錯誤概念分析及學童建構數學概念的研究。教育心理學報,27,175-200。new window
張新仁(1989)。學習策略訓練之初探。教育文粹,18,86-94。
張新仁(2005)。國科會教育學門—學習策略主題研究成果之綜合分析。載於國立臺南大學教育系主辦94年度教育學門課程與教學領域專題計畫成果發表會會議手冊(頁94-111)。
教育部(2003)。92年國民中小學九年一貫課程綱要數學學習領域。http://www.edu.tw/eje/content.aspx?site_content_sn=4420new window
許家驊(2008)。國小數學解題自我調節表現量表之編製發展與實測分析研究。教育與心理研究,31(4),115 -146。new window
許家驊(2009)。國小加減法數學文字題歷程導向解題診斷評量題組之編製發展與功能分析研究。教育心理學報,40(4),683-706。new window
許家驊(2010)。國小學童運作記憶、自我調節表現與數學解題能力關係之研究。教育研究學報,44(2),1-30。new window
許家驊(2011)。國小中低年級學童解題檢核能力與自我調節表現之關係研究。教育學誌,25,91-137。new window
陳正昌、程炳林、陳新豐、劉子鍵(2016)。多變量分析方法—統計軟體應用(第六版)。臺北市:五南。
陳烜之(主編)(2007)。認知心理學。臺北市:五南。
陳密桃(1990)。兒童和青少年後設認知的發展及其教學效果之分析研究。教育學刊,9 ,107-148。new window
陳嘉皇(2007)。數學學習情感反應、自我調整能力與成就表現關係之研究。屏東教育大學學報,27(理工類),1-28。
陳嘉皇(2014)。小學童因、倍數問題之解題題表現研究。高雄師大學報,36,71-90。new window
陳嘉皇、郭順利、黃俊傑、蔡玉慧、吳雅玲、侯天麗(譯)(2003)。自我調整學習:教學理論與實務(原作者:D. H. Shunk & B. J. Zimmerman)。臺北市:心理。(原著出版年:1998)
陳學志(主譯)(2004)。認知心理學(原作者:M. H. Aschraft)。臺北市:學富。(原著出版年:2002)
游自達(2009)。數學能力之內涵與學習成果評量面臨的挑戰。中等教育,61(2),8-21。new window
甯自強(1994)。國小低年級兒童數概念之發展研究(Ⅰ):「數概念」類型研究(Ⅱ)。行政院國家科學委員會專題研究報告(編號:NSC-82-0111-S-023-001),未出版。
黃芳銘(2007)。結構方程模式:理論與應用(五版)。台北市:五南。
黃國勳、劉祥通(2002)。歡樂滿堂的數學課-因數教材創新教學之實踐。科學教育研究與發展季刊,26,52-64。
黃國勳、劉祥通(2003a)。一個創意數學教學活動的實踐-以撲克牌遊戲融入因數教學為例。科學教育研究與發展季刊,33,70-90。
黃國勳、劉祥通(2003b)。五年級學童學習因數教材困難之探討。科學教育研究與發展季刊,30,52-70。
黃培甄、葉啟村(2005)。國小六年級因數與倍數單元之創新架構研究。南大學報數理與科學類,39(1),61-89。
劉哲源、劉祥通(2008)。國一資優生對因倍數問題的解題分析。資優教育研究,8(1),47-66。
劉祥通、周立勳(1999)。國小比例問題教學實踐課程之開發研究。中師 數理學報,3(1),1-25。
劉祥通、黃國勳(2003)。實踐小學因數教學模組之研究。科學教育學刊,11(3),235-256。new window
劉湘川、許天維、林原宏(1993)。問題解決的研究教學。國教輔導,33(2),13-18。
鄭昭明(2006)。認知心理學:理論與實踐(三版)。臺北市:桂冠。new window
鄭麗玉(1993)。認知心理學:理論與應用。臺北市:五南。
謝哲仁、林榮貴(2006)。國小可操作視覺化之數學因數與倍數單元電腦活動輔助學習設計之研究。國立臺南大學理工研究學報,40(1),23-45。
鍾承均、呂翠華(2015)。認知—後設認知策略對提升國小五年級數學困難學童文字題解題學習成效之研究。中華民國特殊教育學會年刊104年度(2015 / 11 / 01),111-134。
羅紅、呂志革(2009)。初中學童數學自主學習及其與數學成績的關係研究。南陽師範學院學報,8(12),108-111。
羅綸新、劉宛枚(2012)。個人化文本電腦輔助教學對國小代數文字題學習之影響。課程與教學季刊,15(1),233-255。new window


貳、西文部分
Anderson, D., Nashon, S. M., & Thomas, G. P. (2009). Evolution of research methods for probing and understanding metacognition. Research in Science Education, 39(2), 181-195.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
Anderson, R. C. (1984). Role of the reader’s schema in comprehension, learning and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content text (pp. 243-258). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ashlock, R. B. (2006). Error patterns in computation: Using error patterns to improve instruction (9th ed.). Columbus, OH: Merrill Prentice Hall.
Azevedo, R. (2009). Theoretical, conceptual, methodological and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning, 4, 87-95.
Barton, M. L., Heidema, C., & Jordan, D. (2002). Teaching reading in mathematics and science. Educational Leadership, 60(3), 24-28.
Bentler, P. (1983). Confirmatory factor analysis via noniterative estimation: A fast, inexpensive method. Journal of Marketing Research, 19(4), 417-424.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Self-regulation: An introductory overview. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 1-9). Orlando, FL: Academic Press.
Borasi, R., & Siegel, M. (2000). Reading count: Expanding the role of reading in mathematics classrooms. New York, NY: Teachers College Press.
Brown, A. L. (1987). Meta-cognition, executive control, self-regulation and other more mysterious. In F. E. Weinert & R. H. Kluwe (Eds.). Metacognition, motivation, and understanding (pp. 77-166). London, UK: Lawrence Erlbaum Associates.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates.
Capraro, M. M., & Joffrion, H. (2006). Algebraic equations: Can middle-school students meaningfully translate words to mathematical symbols? Reading Psychology, 27, 147-164.
Capraro, R. M. (2006). Introduction II. (Decoding + Chunking + Comprehension ) Reading aloud = Mathematical fluency. Reading Psychology, 27(2/3), 91-93.
Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36.
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66.
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2012). Reading-enhanced word problem solving: A theoretical model. European Journal of Psychology of Education, 27, 91-114.
Carlson, M. P., & Bloom, I. (2005). The cycle nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58, 45-75.
Carter,T. A., & Dean, E. (2006). Mathematics intervention for 5-11: Teaching mathematics, reading, or both? Reading Psychology, 27(2/3), 127-146.
Cleary, T. J., & Zimmerman, B . J. (2004). Self-regulated empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in Schools, 41, 537-550.
Cromley, J. G., & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Meatacognition and Learning, 1(3), 229-247.
Davidson, J., & Sternberg, R. J. ( 2003). The psychology of problem solving. New York, NY: Cambridge University Press.
De Corte, E., & Verschaffel, L. (1991). Some factors influencing the solution of addition and subtraction word problems. In K. Durkin & B. Shire (Eds.), Language in mathematical education : Research and practice (pp. 17-130). Milton Keynes, UK: Open University.
De Corte, E., Verschaffel, L., & Op’ t Eynde, P. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 687-726). Orlando, FL: Academic Press.
Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.
Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York, NY: Academic Press.
Flick, L. B., & Lederman, N. G. (2002). The value of teaching reading in the context of science and mathematics. School Science & Mathematics, 102(3), 105-106.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50.
Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35, 563-573.
Fuchs, L. S., & Fuchs, D. (2005). Enhancing mathematical problem solving for students with disabilities. The Journal of Special Education, 39(1), 45-57.
Fuchs, L. S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving instruction among students with risk for mathematics disability with and without risk for reading disability. Journal of Learning Disabilities, 4, 293-306.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Hope, S. K., Hollenbeck, K. N., Capizzi, A. M. et al. (2006). Extending responsiveness-to-intervention to math problem-solving at third grade. Teaching Exceptional Children, 38(4), 59-63.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade students’ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306-315.
Fuentes, P. (1998). Reading comprehension of mathematics. Clearing House, 72(2), 81-89.
Gagné R. M. (1985). The conditions of learning (4th ed.). New York, NY: Holt, Rinehart & Winston.
Garofalo, J., & Lester, F. K. (1985). Metacognition, cognitive monitoring and mathematical performance. Journal Research in Mathematics Education, 16 (3), 163-176.
Geary, D. C. (2003). Learning disabilities in arithmetic: Problem solving differences and cognitive deficits. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York, NY: Guilford Press.
Gray, E., & Tall, D. (1993). Success and failure in mathematics: The flexible meaning of symbols as process and concept. Mathematics Teaching, 142, 6-10.
Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65(4), 599-610.
Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: The Guilford Press.
Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2, 23-48.
Lucangeli, D., Tressoldi, P. E., & Cendron, M. (1998). Cognitive and metacognitive abilities involved in the solution of mathematical word problems: Validation of a comprehensive model. Contemporary Educational Psychology, 23, 257-275.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149.
Marcou, A. (2007, March). Coding strategic behaviour in mathematical problem solving. In D. Küchemann (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 27(1), 54-59. Retrieved from http://bsrlm.org.uk/IPs/ip27-1/BSRLM-IP-27-1-Full.pdf#page=58
Marcou, A., & Lerman, S. (2006, July). Towards the development of a self-regulated mathematical problem solving model. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 137-144). Prague, CZ: PME.
Marcou, A., & Lerman, S. (2007, February). Changes in students’ motivational belief and performance in a self-regulated mathematical problem-solving environment. In M. Hannula (Chair), Work group 2: Affect and mathematical thinking. Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education. Retrieved from http://ermeweb.free.fr/CERME5b/WG2.pdf#page=89
Marcou, A., & Philippou, G. (2005, July). Motivational belief, self-regulated learning and mathematical problem solving. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 297-304). Melbourne, AU: PME.
Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.) (pp. 287-303). Mahwah, NJ: Lawrence Erlbaum Associates.
Mayer, R. E. (1982). The psychology of mathematical problem solving. In F. K. Lester Jr. & J. Garofalo (Eds.), Mathematical problem solving (pp. 1-13). Philadelphia, PA: The Franklin Institute Press.
Mayer, R. E. (1987). Educational psychology: A cognitive approach. Boston, MA : Little, Brown.
Mayer, R. E. (1992). Thinking, problem solving, cognition (2nd ed.). New York, NY: W. H. Freeman.
Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29-53). Mahwah, NJ: Lawrence Erlbaum Associates.
McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311-329.
Meijer, J., Veenman, M. V. J., & Van Hount-Wolters, B. H. A. M. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12(3), 209-237.
Montague, M. (2003). Solve it!: A practical approach to teaching mathematical problem solving skills. Reston, VA: Exceptional Innovations.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.
Montalvo, F. T., & Torres, M. C. G. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
National Center for Education Statistics (2011). The Nation's Report Card: Mathematics 2011 (NCES 2012-458). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
Pape, S. J. (2004). Middle school children’s problem-solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35(3), 187-219.
Pape, S. J., & Wang, C. (2003). Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving. Instructional Science, 31(6), 419-449.
Pape, S. J., Bell, C. V., & Yetkin, I. E. (2003). Developing mathematical thinking and self-regulated learning: A teaching experiment in a seventh-grade mathematics classroom. Educational Studies in Mathematics, 53(3), 179-202.
Perry, N. E., Philips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106, 1854-1878.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Orlando, FL: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
PISA (2004). Learning for tomorrow's world: First results from PISA 2003. OECD Publishing.
Polya, G. (1957). How to solve it. Princeton, NJ: Princeton University Press.
Prediger, S., & Krägeloh, N. (2015). Low achieving eighth graders learn to crack word problems: A design research project for aligning a strategic scaffolding tool to students’ mental processes. ZDM, 47(6), 947-962.
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
Rupley, W. H. (2006). Introduction I. Reading Psychology, 27(2/3), 87-89.
Rupley, W. H., & Willson, V. L. (1997). The relationship of reading comprehension to components of word recognition: Support for developmental shifts. Journal of Research and Development in Education, 30, 255-260.
Rupley, W. H., Capraro, R. M., & Capraro, M. M. (2011). Theorizing an integration of reading and mathematics: Solving mathematical word problem in the elementary school. Learning Landscapes, 5(1), 227-250.
Sajadi, M., Amiripour, P., & Rostamy-Malkhalifeh, M. (2013). The Examining Mathematical Word Problems Solving Ability under Efficient Representation Aspect. Mathematics Education Trends and Research, 2013, 1-11.
Schellings, G. (2011). Applying learning strategies questionnaires: Problems and possibilities. Metacognition Learning, 6, 91-109.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic.
Schoenfeld, A. H. (2007). Problem solving in the United States, 1970-2008: Research and theory, practice and politics. ZDM Mathematics Education, 39, 537-551.
Schraw, G., & Brooks, D. (2001). Improving college teaching using an interactive, compensatory model of learning. Retrieved from http://dwb.unl.edu/Chau/CompMod.html
Schunk, D. H., & Zimmerman, B. J. (Eds.) (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
Seifi, M., Haghverdi, M., & Azizmohamadi, F. (2012). Recognition of students’ difficulties in solving mathematical word problems from the viewpoint of teachers. Journal of Basic and Applied Scientific Research, 2(3), 2923-2928.
Skemp, R. R. (1991). Mathematics in the primary school. Worcester, UK: Billing & Sons.
Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249-274.
Thomasenia, L. A. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786.
Van Hout-Wolters, B. H. A. M. (2000). Assessing active self-directed learning. In R. J. Simons, J. Van der Linden, & T. Duffy (Eds.), New learning (pp. 83-89). New York, NY: Kluwer Academic.
Veenman, M. V. J., Prins, F. J., & Verheij, J. (2003). Learning styles: Self-report versus thinking-aloud measures. British Journal of Educational Psychology, 73(3), 357-372.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological consideration. Metacognition and Learning, 1(1), 3-14.
Vergnaud, G. (1983). Multiple structures. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp.127-174). New York, NY: Academic Press.
Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G. V., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195-229.
Vilenius-Tuohimaa, P. M., Aunolab, K., & Nurmib, Jari-Erik (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426.
Vygotsky, L. S. (1978). Mind in society: The developmel1l of higher psychological processes (M. Cole,V. J. Steiner, S. Scribner, E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University Press.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York, NY: Macmillan.
Willson, V. L., & Rupley, W. H. (1997). A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Journal for the Scientific Study of Reading, 1, 45-64.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.
Yimer, A., & Ellerton, N. F. (2010). A five-phase model for mathematical problem solving: Identifying synergies in pre-service-teacher’s metacognitive and cognitive actions. ZDM Mathematics Education, 42, 245-261.
Zazkis, R. (1998). Odds and ends of odds and evens: An inquiry into students' understanding of even and odd numbers. Educational Studies in Mathematics, 36(1), 73-89.
Zazkis, R., & Campbell, S. (1996). Divisibility and multiplicative structure of natural numbers: Preservice teachers’ understanding. Journal for Research in Mathematics Education, 27(5), 540- 563.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). New York, NY: Springer-Verlag.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 1-17.
Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Orlando, FL: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learning: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B. J. (2004). Sociocultural influence and student’s development of academic self-regulation: A social cognitive perspective. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 139-164). Greenwich, CT: Information Age.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 233-262). New York, NY: Cambridge University Press.
Zimmerman, B. J., & Kitsantas, A. (1997). Development phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89(1), 29-36.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE