不同问题情景对小学生运用乘法运算策略的影响

摘要/Abstract

摘要： 通过设置不同问题情景引导被试利用乘法运算定律解决数学问题,探讨不同问题情景对小学四、六年级学生运用乘法运算策略的影响。结果表明:(1)被试掌握交换律的情况均好于分配律;即使没有正式学过交换律,四年级被试使用交换律的成绩与六年级被试没有显著差异。(2)六年级被试在同形问题情景中利用分配律线索的成绩好于其它的问题情景,两个年级后进生同形问题的成绩均好于其它问题情景。总体而言,相对于面积问题情景和笛卡尔积问题情景,同形问题表征方式更有利于小学生利用乘法运算策略。

关键词: 问题情景, 乘法运算定律, 小学生

Abstract: Designing a special math test proved that different problems contexts make effect to using the multiplicative concepts.The result came from primary student (including Grade 4 and Grade 6) from a primary school in Guangdond province.It indicated: (1) all the children (including the Grade 4 who have never learned Commutativity) can use the commutative cue successfully, irrespective of the context of the problem.(2) There was evidence that the problem context affected children's ability to use distributivity.The Grade 6 can used distributivity with Isomorphism of measures more successfully than other contexts.The all children in lower mark use distributivity with Isomorphism of measures more successfully than other contexts.In all, children can use multiplicative concepts to solve problem more successfully in Isomorphism context.

Key words: problem context, multiplicative concepts, primary student

杨晓映, 何先友. 不同问题情景对小学生运用乘法运算策略的影响[J]. 心理发展与教育, 2007, 23(3): 68-72.

YANG Xiao-ying, HE Xian-you. Children’s Understanding of Multiplicative Concepts in Different Cue’s Representations[J]. Psychological Development and Education, 2007, 23(3): 68-72.

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