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    題名: 國小學童理解問題方式的發展：加減比較問題
    作者: 馬祖平
    Ma, Tzu-Ping
    貢獻者: 蔣治邦
    Chiang, Chi-Pang
    馬祖平
    Ma, Tzu-Ping
    關鍵詞: 比較問題
    問題基模
    compare problem
    problem schemes
    日期: 2001
    上傳時間: 2016-04-15 16:03:28 (UTC+8)
    摘要: 過去的研究以學童的解題表現為基礎，用「等化」或「配對」的觀點來說明學童如何理解比較問題(Carpente & Moser, 1984; Fuson, Carroll & Landis, 1996; Nesher, Greeno & Riley, 1982)。本研究認為解讀比較問題關係句的方式應有「配對」、「向被比較量等化」與「向參照量等化」，研究旨在探討此三種理解方式的發展順序與整合歷程，亦即，學童何時能以某一方式理解關係句以及何時能彈性運用不同方式來理解同一關係句。
    參考文獻: 吳昭容（民79）。「圖示對國小學童解數學應用問題之影響」。國立台灣大學心理學研究所博士班獨立研究。
    林清山（民81）。「心理與教育統計學」。台北市：臺灣東華。
    翁嘉英（民77）。「國小兒童解數學應用問題的認知歷程」。國立台灣大學心理學研究所碩士論文。
    葉淑儀（民82）。「二、三年級學童使用算式表徵文字題的能力——數學成就、算式形式、文字題型對於算式判斷作業及推理過程的影響」。國立政治大學心理學研究所碩士論文。
    蔣治邦、鍾思嘉（民80）。低年級學童加減概念的發展。「教育心理與研究」，14期，35-68。
    謝毅興（民80）。「國小兒童解數學應用問題的策略」。國立台灣大學心理學研究所碩士論文。
    Bebout, H. C. (1990). Children’s symbolic representation of addition and subtraction word problems. Journal for Research in Mathematics Education, 21(2), 123-131.
    Briars, D. J., & Larkin, J. H. (1984). An integrated model of skills in solving elementary word problems. Cognition and Instruction, 1, 245-296.
    Carey, D. A. (1991). Number sentences: Linking addition and subtraction word problems and symbols. Journal for Research in Mathematics Education, 22(4), 266-280.
    Carpenter, T. P. The effect of instruction on first-grade children’s initial solution processes for basic addition and subtraction problems. Paper presented at the annual meeting of the American Education Research Association, Boston, 1980.
    Carpenter, T. P. (1985). Learning to add and subtract: An exercise in problem solving. In E. A. Silver(Ed.). Teaching and learning mathematical problem solving: Multiple research perspectives(pp.17-40). Hillsdale, N.J.: Lawrence Erlbaum Associates.
    Carpenter, T. P., & Moser, J. M. The development of addition and subtraction problem-solving skills. In T. P. Carpenter, J. M. Moser, & T. Romberg(Eds.). Addition and subtraction: Developmental perspective.. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1982.
    Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau(Eds.). Acquisition of mathematics concepts and processes(pp.7-44). Hillsdale, N.J.: Lawrence Erlbaum Associates.
    Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 15(3), 179-202.
    Carpenter, T. P., Moser, J. M. & Bebout, H. C. (1988). Representation of addition and subtraction word problems. Journal for Research in Mathematics Education, 19(4), 345-357.
    Fuson, K. C., Carroll, W. M., & Landis, J. (1996). Level in conceptualizing and solving addition and subtraction compare word problems. Cognition and Instruction, 14(3), 345-371.
    Glasersfeld, E. V. (1995). A constructivist approach to teaching. In L. P. Steffe(Ed.). Constructivism in education(pp.3-15). Hillsdale, N.J.: Lawrence Erlbaum Associates.
    Kintsch, W., & Greeno, J. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.
    Lewis, A., & Mayer, R. (1987). Students’ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79, 363-371.
    Nesher, P.(1982). Levels of description in the analysis of addition and subtraction word problems. In T. P. Carpenter, J. M. Moser, & T. A. Romberg(Eds.). Addition and subtraction: A cognitive perspective(pp.25-38). Hillsdale, N.J.: Lawrence Erlbaum Associates.
    Nesher, P., Greeno, J. G., & Riley, M. S.(1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics, 13, 373-394.
    Noodings, Nel.(1990). Constructivism in mathematics education. In R. B. Davis, C. A. Maher, & Noodings, N(Eds.). Constructivist views on the teaching and learning of mathematics. (Journal for Research in Mathematics Education Monograph, 4). Reston, VA: National Council of Teachers of Mathematics.
    Riley, M. S., Greeno, J. G., & Heller, J. I.(1983). Development of children’s probleming-solving ability in arithmetic. In H. P. Ginsgurg(Ed.). The development of mathematical thinking(pp.153-196). New York: Academic Press.
    描述: 碩士
    國立政治大學
    心理學系
    資料來源: http://thesis.lib.nccu.edu.tw/record/#A2002001155
    資料類型: thesis
    顯示於類別:[心理學系] 學位論文

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