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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/84964
DC FieldValueLanguage
dc.contributor.advisor蔣治邦zh_TW
dc.contributor.advisorChiang, Chi-Pangen_US
dc.contributor.author馬祖平zh_TW
dc.contributor.authorMa, Tzu-Pingen_US
dc.creator馬祖平zh_TW
dc.creatorMa, Tzu-Pingen_US
dc.date2001en_US
dc.date.accessioned2016-04-15T08:03:28Z-
dc.date.available2016-04-15T08:03:28Z-
dc.date.issued2016-04-15T08:03:28Z-
dc.identifierA2002001155en_US
dc.identifier.urihttp://nccur.lib.nccu.edu.tw/handle/140.119/84964-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description心理學系zh_TW
dc.description.abstract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。zh_TW
dc.description.tableofcontents封面頁\r\n證明書\r\n致謝詞\r\n論文摘要\r\n目錄\r\n表目錄\r\n圖目錄\r\n附錄目錄\r\n第一章 緒論\r\n加減比較問題\r\n比較問題理解能力的發展\r\n研究問題\r\n第二章 文獻探討\r\n第一節 Nesher、Greeno與Riley的理論\r\n第二節 Fuson、Carroll與Landis的觀點\r\n第三節 相關的實徵研究\r\n第四節 研究目的與假設\r\n第三章 研究方法\r\n受試者\r\n工具\r\n實驗程序\r\n第四章 研究結果\r\n第五章 討論與建議\r\n參考文獻\r\n附錄\r\n附錄一 題本B~F\r\n附錄二 施測手冊\r\n附錄三 一致性分數的\"版本 ×年級時段\"變異數分析摘要表\r\n附錄四 各類比較問題「共同正確算式」的\"算式形式×年級時段\"變異數分析\r\n附錄五 同一文字題下兩兩算式「改變的顯著性考驗」值\r\n附錄六 正確標準算式的\"問題類型 ×年級時段\"變異數分析\r\n附錄七 共同錯誤算式的\"問題類型 ×年級時段\"變異數分析zh_TW
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#A2002001155en_US
dc.subject比較問題zh_TW
dc.subject問題基模zh_TW
dc.subjectcompare problemen_US
dc.subjectproblem schemesen_US
dc.title國小學童理解問題方式的發展：加減比較問題zh_TW
dc.typethesisen_US
dc.relation.reference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。\r\n林清山（民81）。「心理與教育統計學」。台北市：臺灣東華。\r\n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。\r\n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。\r\n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。\r\n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。\r\nBebout, H. C. (1990). Children’s symbolic representation of addition and subtraction word problems. Journal for Research in Mathematics Education, 21(2), 123-131.\r\nBriars, D. J., & Larkin, J. H. (1984). An integrated model of skills in solving elementary word problems. Cognition and Instruction, 1, 245-296.\r\nCarey, D. A. (1991). Number sentences: Linking addition and subtraction word problems and symbols. Journal for Research in Mathematics Education, 22(4), 266-280.\r\nCarpenter, 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.\r\nCarpenter, 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.\r\nCarpenter, 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.\r\nCarpenter, 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.\r\nCarpenter, 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.\r\nCarpenter, 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.\r\nFuson, 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.\r\nGlasersfeld, 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.\r\nKintsch, W., & Greeno, J. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.\r\nLewis, A., & Mayer, R. (1987). Students’ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79, 363-371.\r\nNesher, 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.\r\nNesher, P., Greeno, J. G., & Riley, M. S.(1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics, 13, 373-394.\r\nNoodings, 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.\r\nRiley, 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.zh_TW
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