摘要
采用三种自行设计的任务考察了小学六年级儿童对估算的概念理解.从一所普通小学随机抽取的69名被试参加了本实验.结果表明:①小学儿童获取的有关估算的概念性知识与程序性知识明显多于条件性知识;②概念性知识与条件性知识的掌握水平之间存在显著正相关;③只有概念性知识的掌握水平明显制约了高、低组儿童的估算表现差异.文中对上述结果及其在小学数学中的教学含义进行了讨论.
Using three self-designed tasks, this paper investigated the sixth graders＇ conceptual understanding about computational estimation in Chinese primary school. 69 children randomly sampling from an ordinary primary school participated in this study. The results showed that ① primary school children gained much more conceptual knowledge and procedural knowledge than conditional knowledge about computational estimation; ② there was a significant correlation in the level of mastery between conceptual knowledge and conditional knowledge; and ③ only the level of conceptual knowledge contributed significantly to the difference of computational estimation performance between the high-level group and the low-level group. The results and their implications for the instruction of mathematics in primary school were also discussed.
出处
《西南师范大学学报（自然科学版）》
CAS
CSCD
北大核心
2008年第6期95-101,共7页
Journal of Southwest China Normal University(Natural Science Edition)
基金
Young Project of Ministry of Education in the Tenth Five-year National Education Science Plan of China(authorized number:EBA030406)
Mount Tai Scholar Project of Shandong Province
International Cooperation and Cultivation Project for Excellent Middle-age and Youthful Core College Faculty of Shandong Provincial Education Depart ment.
关键词
概念理解
估算
小学儿童
conceptual understanding
computational estimation
primary school children
