Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities
Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities
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视觉空间表示、数学问题解决以及不同能力的学生
DOI：
10.1111/1540-5826.00079
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发表时间：
2003
影响因子：
1.8
通讯作者：
M. Montague
中科院分区：
文献类型：
--
作者：
Delinda van Garderen;M. Montague
本研究的目的是调查学生在解决数学问题时使用视觉图像的情况。六年级有学习障碍的学生 (LD)、成绩一般的学生和天才学生 (N= 66) 参与了这项研究。学生们接受了数学问题解决能力和视觉空间表征的评估。视觉空间表示被编码为主要是对问题中描述的空间关系进行编码的示意性表示，或者主要是对问题中描述的人、地点或事物进行编码的图形表示。结果表明，有天赋的学生比其他两组使用更多的视觉空间表征。患有 LD 的学生比同龄人使用更多的图形表示。成功的数学问题解决与示意图的使用呈正相关；相反，它与图像表现的使用呈负相关。
The purpose of this study was to investigate students’ use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N= 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual–spatial representation. Visual–spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual–spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations.