Using Metaphors to Understand and Solve Arithmetic Problems: Novices and Experts Working With Negative Numbers
Using Metaphors to Understand and Solve Arithmetic Problems: Novices and Experts Working With Negative Numbers
复制标题
使用隐喻来理解和解决算术问题：使用负数的新手和专家
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
M. Chiu
中科院分区：
文献类型：
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作者：
M. Chiu
在这项研究中，新手和专家使用相同的隐喻来理解和解决负数问题。但是，他们使用它们的方式不同。24名参与者（12名中学生和12名中学后成人）计算算术表达式在解决问题的任务。在这项任务中，儿童比成人更经常使用隐喻来计算、发现和纠正错误，并证明他们的答案。隐喻计算比其他方法更准确，但速度更慢。参与者在理解任务中解释了6个算术表达式。在这项任务中，成年人使用了更多的隐喻（细节较少），并且比儿童使用得更频繁。与中等儿童相比，中等成人通过多种隐喻，数学规则和转换对算术表现出更全面的理解。这些结果表明，儿童和成人使用的隐喻是核心的理解算术。因此，这些隐喻很可能是理论构成隐喻的候选者。
In this study, novices and experts used the same metaphors to understand and solve problems with negative numbers. However, they used them differently. Twenty-four participants (12 middle school children and 12 postsecondary adults) computed arithmetic expressions during the problem-solving task. During this task, children used metaphors more often than adults did to compute, detect and correct errors, and justify their answers. Metaphorical computations were more accurate but slower than other methods. The participants explained 6 arithmetic expressions during the understanding task. During this task, the adults used more metaphors (with fewer details) and used them more often than the children did. Compared to the median child, the median adult showed a more integrated understanding of arithmetic through multiple metaphors, mathematical rules, and transformations. These results suggest that the metaphors used by both the children and the adults are central to understanding arithmetic. Thus, these metaphors are likely candidates for theory-constitutive metaphors.
影响因子：
5.4
作者：
GibbsJr,RW
通讯作者：
GibbsJr,RW