The Instruction of Questioning Based on Meta-cognition Strategies— An Example of Addition and Subtraction Word Problems of the First Grade

• Main Authors: Huang, Wan-Yu, 黃琬俞
• Other Authors: Shieh, Bih-Sheue
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/u8896b

碩士 === 國立臺南大學 === 應用數學系數學科教學碩士班 === 103 === The application of addition and subtraction is important in low-grade mathematics because the conception of addition and subtraction is taken as the foundation of mathematical concepts. The investigator adopts the instruction of questioning on the base of Meta-cognition Strategies into the application of addition and subtraction teaching in the mathematics curriculum of the first grade. Afterwards, the learning development and the influences can be analyzed. In the research, an experimental approach is adopted. The experimental group is the investigator’s class and the control group is the class randomly selected from the same grade classes. The results are as below: A.The result has a significant influence on students’ learning by the instruction of questioning on the base of meta-cognition strategies to solve the addition and subtraction word problems of the first grade. B.The retention effect on students’ learning can be found by the instruction of questioning on the base of meta-cognition strategies to solve the addition and subtraction word problems of the first grade. C.The students develop obviously during their learning process by the instruction of questioning on the base of meta-cognition strategies to solve the addition and subtraction word problems of the first grade. D.The consequence has a convincing effect on students’ extension learning by the instruction of questioning on the base of meta-cognition strategies to solve the addition and subtraction word problems of the first grade.