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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 15-Apr-2016 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
dc.contributor.advisor 蔣治邦zh_TW
dc.contributor.advisor Chiang, Chi-Pangen_US
dc.contributor.author (Authors) 馬祖平zh_TW
dc.contributor.author (Authors) Ma, Tzu-Pingen_US
dc.creator (作者) 馬祖平zh_TW
dc.creator (作者) Ma, Tzu-Pingen_US
dc.date (日期) 2001en_US
dc.date.accessioned 15-Apr-2016 16:03:28 (UTC+8)-
dc.date.available 15-Apr-2016 16:03:28 (UTC+8)-
dc.date.issued (上傳時間) 15-Apr-2016 16:03:28 (UTC+8)-
dc.identifier (Other Identifiers) A2002001155en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/84964-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description.abstract (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。zh_TW
dc.description.tableofcontents 封面頁
     證明書
     致謝詞
     論文摘要
     目錄
     表目錄
     圖目錄
     附錄目錄
     第一章 緒論
     加減比較問題
     比較問題理解能力的發展
     研究問題
     第二章 文獻探討
     第一節 Nesher、Greeno與Riley的理論
     第二節 Fuson、Carroll與Landis的觀點
     第三節 相關的實徵研究
     第四節 研究目的與假設
     第三章 研究方法
     受試者
     工具
     實驗程序
     第四章 研究結果
     第五章 討論與建議
     參考文獻
     附錄
     附錄一 題本B~F
     附錄二 施測手冊
     附錄三 一致性分數的"版本 ×年級時段"變異數分析摘要表
     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
     附錄五 同一文字題下兩兩算式「改變的顯著性考驗」值
     附錄六 正確標準算式的"問題類型 ×年級時段"變異數分析
     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.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#A2002001155en_US
dc.subject (關鍵詞) 比較問題zh_TW
dc.subject (關鍵詞) 問題基模zh_TW
dc.subject (關鍵詞) compare problemen_US
dc.subject (關鍵詞) problem schemesen_US
dc.title (題名) 國小學童理解問題方式的發展：加減比較問題zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (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.		zh_TW