示意图提示条件下小学生数学问题解决的研究

Study on Mathematical Word Problem Solving with Diagram- presentation among Primary School Students

学生对示意图提示条件普遍持肯定态度;学校教学水平影响学生非视觉化题目上的态度反应,而不影响视觉化题目上的态度反应.从整体上看,示意图提示条件能显著地促进学生的解题,但是这种促进作用受题目视觉化程度、学校教学水平的制约.在一定范围里,随着非视觉化题目难度增加示意图提示条件的作用在增强.

This study investigated the effect of diagram-presentation on mathematical word problem solving. 325 sixth-grade students in six groups, from two primary schools with different instructional level, participated in this study. The results showed that： The students＇ positive attitude toward diagram-presentation was found popularly, while school-instructional level affected the attitude in nonvisual problems （NVP） but not in visual problems （VP）. In whole, diagram-presentation promoted problem-solving success significantly, while the extent of promotion was associated with the visuality of a problem and school-instructional level. Within a certain range of mathematics task difficulty, the effect of diagram-presentation on NVP problem solving increased with mathematics task difficulty. Therefore, the implications of these results for primary school mathematics curriculum reforming and teaching were discussed.