An Analysis of Arithmetic Problem Posing by Middle School Students.
An Analysis of Arithmetic Problem Posing by Middle School Students.
复制标题
中学生算术题的分析。
DOI：
10.5951/jresematheduc.27.5.0521
复制
发表时间：
1996
影响因子：
2.8
通讯作者：
Jinfa Cai
中科院分区：
文献类型：
--
作者：
E. Silver;Jinfa Cai
509名中学生，谁被赋予了一个简短的书面“故事问题”的描述，并要求提出的问题，可以回答使用的信息产生的数学问题，进行了研究的可解性，语言和数学的复杂性，以及所提出的问题集内的关系。结果发现，学生产生了大量的可解决的数学问题，其中许多是语法和语义复杂，近一半的学生产生了相关的问题集。受试者还解决了八个相当复杂的问题，他们的问题解决性能和他们的问题提出之间的关系进行了检查，以揭示“好”的问题解决者产生更多的数学问题和更复杂的问题比“差”的问题解决者没有。本研究所发展及使用的多步骤资料分析模式，对于教师及其他研究者有兴趣评估学生提出算术故事问题，应该是有用的。
The mathematical problems generated by 509 middle school students, who were given a brief written "story-problem" description and asked to pose questions that could be answered using the information, were examined for solvability, linguistic and mathematical complexity, and relationships within the sets of posed problems. It was found that students generated a large number of solvable mathematical problems, many of which were syntactically and semantically complex, and that nearly half the students generated sets of related problems. Subjects also solved eight fairly complex problems, and the relationship between their problem-solving performance and their problem posing was examined to reveal that "good" problem solvers generated more mathematical problems and more complex problems than "poor" problem solvers did. The multiple-step data analysis scheme developed and used herein should be useful to teachers and other researchers interested in evaluating students' posing of arithmetic story problems.