Conceptual Knowledge of Decimal Arithmetic
Conceptual Knowledge of Decimal Arithmetic
复制标题
十进制算术的概念知识
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
R. Siegler
中科院分区：
文献类型：
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作者：
Hugues Lortie;R. Siegler
在两项研究(NS=55和54)中，作者考察了对有理数算术概念理解的基本形式，即十进制算术运算的影响方向，详细程度对教学有用。中学生被要求检查效果方向的知识(例如，“真或假：0.77*0.63&0.77”)、十进制大小的知识以及十进制算术程序的知识。他们对效果判断方向的信心也得到了评估。作者发现：(A)大多数学生错误地预测了小数点以下的乘除运算的效果方向；(B)这一模式适用于准确比较单个小数点的大小并正确执行小数算术运算的学生；(C)同时引用算术运算和数字大小的效果判断方向的解释与准确的判断密切相关；以及(D)当乘法问题涉及一个整数和小数点小于1的时候，判断比小数点以下的2个小数点的判断更准确。
In 2 studies (Ns = 55 and 54), the authors examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., “True or false: 0.77 * 0.63 > 0.77”), knowledge of decimal magnitudes, and knowledge of decimal arithmetic procedures. Their confidence in their direction of effect judgments was also assessed. The authors found (a) most students incorrectly predicted the direction of effect of multiplication and division with decimals below 1; (b) this pattern held for students who accurately compared the magnitudes of individual decimals and correctly executed decimal arithmetic operations; (c) explanations of direction of effect judgments that cited both the arithmetic operation and the numbers’ magnitudes were strongly associated with accurate judgments; and (d) judgments were more accurate when multiplication problems involved a whole number and a decimal below 1 than with 2 decimals below 1. Implications of the findings for instruction are discussed.
影响因子：
2.6
作者：
Bailey DH;Hoard MK;Nugent L;Geary DC
通讯作者：
Geary DC