“Where does the square go?”: Reinterpreting shapes when solving a tangram puzzle
“Where does the square go?”: Reinterpreting shapes when solving a tangram puzzle
复制标题
– 正方形去哪儿了？ –：解决七巧板谜题时重新解释形状
DOI：
10.1007/s10649-022-10166-0
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发表时间：
2022
影响因子：
3.2
通讯作者：
Aqazade, Mahtob
中科院分区：
文献类型：
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作者：
Bofferding, Laura;Aqazade, Mahtob
37名三年级学生和32名一年级学生参与解决狐狸形状的七巧板拼图。他们有五分钟的时间来解决这个难题，在这段时间之后，他们收到了关于他们遇到困难的特定部分的指导。通过导航灵活的抽象，重新解释，组合和借用结构的镜头，以扩大现有的2D形状组成和分解学习轨迹，我们研究了学生的解谜过程及其挑战与狐狸谜题的特征相关的方式。学生们最初的形状放置表明，狐狸拼图的部分启动了特定的碎片的使用，这减少了拼图的抽象。对学生们来说，这个谜题最具挑战性的部分是重新解释，将正方形和两个小三角形以非标准的方向放在狐狸的头上。尽管学生们在不同的阶段面临着挑战，但他们通过尝试新的组合和借用结构来克服这些挑战。有些学生没有完成拼图，即使他们使用翻转和旋转（重新解释）的战略。结果表明，目前的学习轨迹的潜在修改，以解释七巧板和图案块拼图之间的差异和差异，由于七巧板拼图的功能。由于七巧板的特征对学生的挑战性起了一定的作用，未来的工作需要关注学生的解题过程与七巧板特征之间的相互作用。
Thirty-seven third graders and thirty-two first graders engaged in solving a tangram puzzle in the shape of a fox. They had five minutes to solve the puzzle, and after this time, they received guidance on the particular piece they had difficulties with. Through the lenses of navigating flexible abstraction, reinterpretation, combinations, and borrowing structure to expand upon the existing 2D shape composition and decomposition learning trajectory, we examined ways in which students’ puzzle-solving processes and their challenges related to the fox puzzle’s features. Students’ initial shape placements suggest that parts of the fox puzzle primed the use of particular pieces, which reduced the abstraction of the puzzle. The most challenging part of the puzzle for students was navigating reinterpretation to place the square and two small triangles on the fox’s head in nonstandard orientations. Even though students faced challenges at different steps, they overcame them similarly by trying new combinations and by borrowing structure. Some students did not complete the puzzle even though they used flips and turns (reinterpretation) strategically. The results suggest potential modifications of the current learning trajectory to account for differences between tangram and pattern block puzzles and differences due to tangram puzzles’ features. Because the puzzle’s features played a role in students’ challenges, future work needs to focus on the interaction between students’ puzzle-solving processes and puzzles’ features for a variety of tangram puzzles.