| Reference: | 【中文部份】
唐淑華(民78) 。「語文理解課程」對增進國一學生數學理解能力與解答應用問題能力之實驗研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。
張春興(民77) 。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。行政院國家科學委員會認知與學習第二次研討會專集論文。
鄭昭明(民76) 。知識的傳遞與理解歷程。行政院國家科學委員會認知與學習第一次研討會專集論文。
鄭昭明、翁家英(民78) 。國小兒童解數學應用問題的認知歷程。行政院國家科學委員會認知與學習第三次研討會專集論文。
劉錫麒(民77) 。統合認知與數學問題解決教學。台灣省立師範學院76學年度教學研究學術研討會論文集。
【央文部份】
Andre,T.(1986).Problem solving and education. In G.D.Phye,& J.Andre(Eds.). Cognitive classroom learning: understanding, thinking and problem solving (pp.169-204). Orlando, Florida: Academic Press, Inc.
Anderson,J.R.(1983); The architecture of cognition. Cambridge, MA: Harvard University.
Bilsky,L., Blachman,S., Chi,C., Mui,A.,& Winter,P. (1986). Comprehension strategies in math problem and story contexts. Cognition and Instructi on, 3., 109-126.
Briars,D.J. & Larkin,J.H. (1984).An integrated model of skill in solving elementrary word problems.Cognition and Instruction.1(3), 245-296.
Brown,A.L.(1978). Knowing when, where, and how to remember: A problem of metacognition. In R.Glaser (Ed.). Advance in instructional psychology. (Vol.1) (pp.77-165). Hillsdale, NJ: Lawrence Erlbaum Associates.
Brown,A.L.(1982).Learing and development: The problems of compatibility,access and induction. Human Development, 25,89-115.
Brown,A.L.,Bransford,J.D.,Ferrara,R.A.& Campione, J.C.(1983).Learning, remembering, and understanding. In P.H.Mussen (Ed.). Handbook of child psychology (4th ed.) :vol.3 Cognitive development (pp.77-166). New York: Wiley.
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, NJ: Lawrence Erlbaum Associates.
Carpenter,T.P.,Hiebert,J.& Moser,J.M.(1981). First-grade children`s initial solution processes for simple addition and subtraction problems. Journal for Research in Mathematics Education, 12., 27-39.
Carpenter,T.P.,Hiebert,J. & Moser,J.M.(1983). The effect of instrucion on children`s solutions of addition and subtraction word problems. Educational Studies in Mathematics,14, 55-72.
Carpenter,T.P. & Moser,J.M.(1982). The development of addition and subtraction problem-solving skill. In T.P.Carpenter, J.M.Moser, & T.A.Romberg (Eds.).Addition and subtraction: A cognitive perspective(pp. 9-24). Hillsdale, NJ: 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, 179-202.
Carpenter,T.P. & Moser,J.M. & Romberg,T.A.(Eds.). (1982).Addition and subtraction: A cognitive perspective.Hillsdale,N.J.: Erlbaum.
Chiang,C.P.(1988).Third and fifth graders` learning of word problems through help messages and their metalearning knowledge.行政院國家科學委員會認知與學習第三次研討會專集論文。
Cohen, S.A. & Stover, G. (1981). Effects of teaching six-grades students to modify format variables of math word problems. Reading Research Quarterly,~ 175-200.
DeCorte,E.,& Verschaffel,L. (1981). Children`s solution processes in elementary arithematic problems: Analysis and improvement. Journal of Educational Psychology,73, 765-779.
DeCorte,E.,& Verschaffel,L.(1987). The effect of semantic structure on first graders` strategies for solving addition and subtraction word problems. Journal for Research in Mathematics Education,18, 363-381.
DeCorte,E.,& Verschaffel,L.,& DeWin,L. (1985). Influence of rewording verbal problems on children`s problerm representations and solutions. Journal of Educational psychology, 77,460-4713.
Flavell,J.H. (19713).Developmental studies of mediated memory. In H. W.Reese & L. P. Lipsitt(Eds.). Advances in child development and behaviorCVol.52.New York: Academic Press.
Flavell,J. H.(1976).Metacognitive aspects of problem solving. In L. B. Resnick(Ed.).The Nature of intelligence. Hillsdale, N.J.: Erlbaum.
Flavell,J. H.(1979).Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist,34,906-911.
Flavell,J.H.(1981). Cognitive monitoring. In W.P.DicksonCEd.).Children`s oral communication skills.Cpp.35-60).New York: Academic Press.
Flave l l,J.H., Speer,J.R., Green,F.L.,& August,D.L. (1981).The development of comprehension Monitoring and knowledge about communication. Monographs of the Society for Reaserch in Child Development,4fi(5,Serial No.192).
Flavell, J. H. & Wellman,H. M.(1977).Metamemory. In R.V.Kail, & J.W.Hagen (Eds.).Perspectives on the development research. Hillsdale, N.J.: Erlbaum.
Hiebert, J. (1986) ? Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hudson,T. (1983).Correspondences and numerical differences between disjoint sets. Child Development, 54:, 84-98.
Huttenlocher,J., & Weiner,S. L.(1971). Comprehension of instructions in varying contexts. Cognitive psychology,2, 369-385.
Kintsch,W. & Greeno,J.G. (1985). Understanding and solving word arithematic problems. Psychological Review, 92, 109-129.
Mayer,R.E.(1987).Educational psychology: A Cognitive Approach. Boston: Little, Brown & Company.
Moely, B.E., Olson,F.A., Halwes,T.G.& Flavell, J.H. (1969).Production deficiency in young children`s clustered recall. Developmental Psychology, 1, 26-34.
National Council of Teachers of Mathematics. (1980).An agenda for action: Recommendation for school mathematics of the 1980s. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (1987).Curriculum and evaluation standards for school mathematics. Reston ,VA:NCTM.
Nesher,p.(1976). Three determinants of difficult in verbal arithematic problems. Educational Studies in Mathematics, 7, 369-388.
Nesher,P.(1982). Levels of description in the analysis of addition and subtraction .In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.).
Addition and subtraction: A cognitive perspective (pp.25-38). Hillsdale, NJ: Erlbaum.
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.
Riley,M.S., Greeno,J.G.,& Heller,J.I. (1982). Development of Children`s problem-solving ability in arithmetic. In H.P. Ginsburg (Ed.). The development mathematical thinking (pp.153-196). New York: Academic Press.
Rosenthal,D.J.A. & Resnick,L.B. (1974). Children`s solution processes in arithematic word problems. Journal of Educational Psychology, 66, 817 -825.
Schoenfeld, A.H. & Herrmann,D.J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental psychology Learning, Memory, and Cognition,8, 484-494.
Searle,B.W., Lorton,JR.P.,& Suppes,P. (1974), Structural variables affecting computer assisted instruction performance on arithmetic word problems of disadvantaged and deaf students. Educational Studies in Mathematics,5, 371-384.
Shuell,T.J.(1986). Cognitive conceptions of learning. Review of Educational Research,56, 411-436.
Vergnaud,G.(1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T.P.Carpenter, J.M.Moser, & T.A.Romberg(Eds.). Addition and subtraction: A cognitive perspective (pp.39-59). Hillsdale, NJ: Erlbaum.
Wolters,M.A.(1983). The part-whole schema and arithmetic problems. Educational Studies in Mathematics, 2, 127-138. |
