數學課室討論文化對國小三年級學童乘法解題表現之影響

• Main Author: 劉宏信
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/15288880231589611493

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 93 === The Influence of The Math Discussion Culture for The Third Grade in Elementary School about The Performance of Multiplication Problem-solving Abstract The study is mainly to discuss how the adoption of the math discussion culture will influence the third grade in elementary school on the multiplication problem-solving. One hundred and sixteen students are the participants. Four classes out of one of the primary schools in Hsinchu are included. Two classes are experiment group and two are control group. The results were as follows: 1. As for the score of the students on the multiplication problem-sloving： The score of the experiment group is apparently better than that of the control group. 2. The score of the students in different levels： There was no difference between the two groups of the high level’s students. But as for the middle and low level’s students , the score of the experiment group is better than that of the control group. 3. The score of the students on all types of multiplication problems： As for “equal group”、”comparison” and “rectangular area” types, the score of the experiment group is better than that of the control group. But it’s the same in “Cartesian product” type. 4. The score for different level’s students on all types of multiplication problems： As for the high level’s students, there is no difference between two groups ; as for the middle level’s students, the score of the experiment group is better than that of the control group about “equal groups” and “comparison” types，but no difference about “rectangular area” and “Cartesian product” types ; as for the low level’s students , the score of the experiment group is better than that of the control group. 5. The score of the students on all value of multiplication problems： The score of the experiment group is better than that of the control group. 6. The score for different level’s students on all value of multiplication problems： As for the hight level’s students, there is no difference between the two groups. ; as for the middle level’s students, the score of the experiment group is better than that of the control group on “two figures times one figure” ,”three figures times one figure” and “three figures times two figures”, however, there’s no difference on “one figure times two figures” and ” two figures times two figures” ; as for the low level’s students, the score of the experiment group is all better than that of the control group. 7. The results of the policy analysis on multiplication problems for students and different level’s students：The experiment group mostly focused on “vertical type”, but the control group mostly used “value-apart”、”horizontal type”、“vertical type” and “blank”. As for the high and middle level’s students, the experiment group mostly focused on “vertical type”，but the control group mostly used “value-apart”、”horizontal type” and “vertical type”. As for the low level’s students, the experiment group mostly focued on ”horizontal type” and “vertical type” , but the control group focused mostly on “blank “ and “others” policies. 8. The result of the policy analysis on all types of multiplication problems for students and different level’s students： Of four types, except for “Cartesian product” type, the experiment group tended to use the high level’s “vertical type”. But the control group often used “value-apart”、”horizontal type” and “vertical type”. The situation was the same about the high and middle level’s students of two groups. It made difference about the low level’s students that the experiment group still focused on “vertical type”, but the control group solved the problems with “blank” more often. 9. The results of the policy analysis on all value of multiplication problems for students and different level’s students：The experiment group mainly used “vertical type”, but the control group mostly used “value-apart”、”horizontal type”、“vertical type” and “blank”. As for the high level’s students, when the value of the multiplications is smaller (“one figure times two figures” and ” two figures times one figure”) , the experiment group mostly focus on “vertical type” , but the control group mostly use “value-apart” and “vertical type” ; when the value of the multiplication is bigger(“three figures times one figure” and ” three figures times two figures”) ,the students of the two groups tend to use ”horizontal type” and “vertical type”. As for the middle level’s students , the experiment group still mostly focus on “vertical type”, but the control group mostly use “value-apart”、”horizontal type” and “vertical type”. As for the low level’s students , the experiment group still focus on “vertical type” ,but the control group mostly use “vertical type”、”others” and “blank” policies. Key words: discussion culture, the third grade, multiplication problem-solving