基于应用题解题障碍的认知工具模式设计

通过整理近年来关于小学数学应用题的相关研究,总结学生在应用题解题过程中普遍存在的认知障碍,结合现有解题系统分析研究各类型的认知工具对小学应用题解题障碍的支持,为帮助学生选择合适的认知工具提供借鉴,并在此基础上提出基于问题解决障碍的小学数学应用题解题系统的模型构建,为新的认知工具的设计开发提供新的角度。     

培养小学生应用题解题思路探析

在小学数学教学中,应用题是教学的重难点,而小学阶段的学生知识储备有限,在解决复杂的应用题时往往会因为思路不清晰而无法快速且正确解题,正确率不高容易影响学生学习数学的积极性,因此,小学数学教师要注重培养学生分析应用题的能力,帮助他们快速找到解题方法.本文立足于当前小学数学应用题教学中存在的问题,积极探讨了怎样培养学生解答...     

论小学生数学应用题解题能力的培养

<正>学生应用题教学是小学数学教学中的一个重点,也是一个难点,对于各类应用题,传统教材中内容分散,教学时间长,只能对一类一类的问题分别进行教学,一个例题一个例题地讲,让学生反反复复地练。这种偏重技能训练的教学方式,没有突出能力的培养,导致学生学习负担重,教学效果差。在改革教材的基础上,在应用题教学中,突出了对学生数学能力的     

提升小学生应用题解题能力的策略

应用题教学一直是小学数学教学的难点所在。在教学实践中,笔者发现很多学生解答应用题的能力较差。究其原因,对应用题题干所给出的条件的理解不到位和解题思路不够清晰是关键。因此在教学中,笔者通过利用实物操作法、同题类比法、逆向思维法以及分类列表等教学策略来帮助学生理清解题思路,拓展思维能力。     

浅谈提高小学生应用题解题能力的方法

<正>小学数学大纲指明:"应用题教学是培养学生思维能力的一个重要方面,要注意引导学生分析关系、掌握解题思路。"应用题教学是学生综合运用知识的集中体现,在一定程度上反映学生综合知识运用的能力。结合本人从事多年的小学教学经验,从如下十几个方面来阐述如何提高小学应用题解题能力的方法     

培养小学生应用题解题能力之探究

在应用题教学过程中,要通过课前引导、指导探究和有效练习,引导学生对应用题知识进行自主探究,引领他们通过完整的学习、理解知识的过程,形成解答应用题的经验和能力,从而促其灵活、高效地解答各种类型的应用题.     

提高小学生数学应用题解题能力的策略

提高学生应用题解题能力是数学教学目标之一。在实施小学数学教学时,教师应从培养学生的审题能力、策略意识、思维品质入手,应用多种策略帮助学生提高应用题解题能力。对此,文章深入探究提高小学生数学应用题解题能力的策略,以供参考。     

小学生数学应用题的解题思维能力培养研究

数学是一门必修课程。通过数学课程的教学,小学生可以实现基础数学知识的掌握以及数学思维能力的发展。在小学阶段加强学生的数学思维能力培养有着十分重要的意义。应用题作为数学当中的重点题型之一,对小学生数学应用题解题思维能力的培养,对他们今后的社会生活起到了推动性作用。本文通过对小学生数学应用题的解题思维能力培养进行分析研究,得出提升小学生数学应用题解题思维能力的方法。     

初中数学应用题解题教学

在初中数学教学中,应用题的教学能够有效提高学生的理解能力,考查学生对数学基础知识的掌握情况,使学生能够运用所学数学知识来解决日常生活中所遇到的数学问题。与其他类型的题目相比较,应用题所考查的内容更加全面,不仅要求学生具备较扎实的基础知识,而且还要求学生具有较强的数学能力,能够综合运用数学知识解决相应的数学问题。因而,应用题在教学方面难度更大,这也就给数学教师提出了更高的要求、带来了更大的挑战。因此,初中教师在课堂教学过程中,要通过对生活情景的创设,结合学生日常生活实际,锻炼学生数学思维能力,引导学生灵活利用数学知识解决数学实际问题,从而进一步掌握相应的解题方法,真正做到学以致用。     

高中数学常见应用题的解题策略

数学应用题作为数学理论与具体实际相联系的桥梁,不仅符合新课标对数学教学的要求,而且有助于提高学生解决实际问题的能力.高中数学的应用题多与实际的生产、生活相联系,本文就高中数学常见的应用题进行分析,总结高中数学应用题的基本解题策略.     

示意图提示条件下小学生数学问题解决的研究

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.     

从“应用题”到“解决问题”——小学数学解决问题的教育价值与教学研究

从应用题到解决问题,这绝不仅是名称上的变化.弄清楚这其中变化的实质,有助于我们更好地继承应用题教学宝贵的、成功的经验,也有助于我们更好地开展解决问题的教学.该文立足于应用题和解决问题的内涵,探讨解决问题的教育价值,并结合当今小学数学教学实际,提出了解决问题的教学建议.     

Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability

Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed.     

小学生数学问题解决中的"视觉-空间表征"

"视觉-空间表征"是采用视觉表象的表征方式,空间视觉化能力是个体对刺激情境进行"视觉-空间表征"的能力,前者成为小学生解决数学问题的主要心理机制之一,后者则成为影响小学生能否成功解决数学问题的重要主体因素.V/A模型阐述了"视觉-空间表征"与数学问题解决、空间视觉化能力的关系及其在数学问题解决中的作用机制."视觉-空间表征"包括图像表征、图式表征两种,图像表征是图式表征的基础,也是低年级小学生数学问题解决的有效表征方式.     

Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities

Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research.     

中学生家庭教育的问题分析及其策略

近年来,随着教育改革的不断发展,学校与家长对孩子的教育有了重新的认识。初中阶段,学生正处于青少年时期,如果学校教育与家庭教育之间的衔接出现问题,将不利于对学生进行教育工作,也会影响家庭和学校之间的关系。本文将从这些问题入手,探讨解决这些问题的有效策略。     

Problem Solving in a Middle School Robotics Design Classroom

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.     

The Performance of Chinese Primary School Students on Realistic Arithmetic Word Problems

Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate “real‐world” knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure [Learning and Instruction, 4(4), 273–294, 1994], two studies were designed to investigate (a) Chinese elementary school children’s ability to solve realistic word problems and (b) the different effects of two instructional interventions (warning vs. process‐oriented) on their performance. The results indicated that, contrasting to the standard problem solving, the participating children demonstrated a strong tendency to exclude real‐word knowledge and realistic considerations from their solution processes when solving the realistic problems. Process‐oriented instruction, calling for a deep‐level processing, was more likely than warning instruction to promote the activation of realistic considerations, but it was not effective at helping children arrive at realistic or correct answers. Finally, the results and their implications for mathematical teaching are discussed.     

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students’ solution pathways, as well as the obstacles that prevented them from reaching “reasonable” solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student’s solution pathway choice may depend on how she perceives the problem.