A theory of algebra-word-problem comprehension and its implications for the design of learning environments.
A theory of algebra-word-problem comprehension and its implications for the design of learning environments.
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代数-单词-问题理解理论及其对学习环境设计的影响。
DOI：
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
Emilie Young
中科院分区：
文献类型：
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作者：
Mitchell J. Nathan;W. Kintsch;Emilie Young
辅导方法是从问题理解的模型，基于货车Dijk和Kintsch（1983; Kintsch，1988）的话语处理理论。问题陈述被认为是学生必须从中收集命题和情境信息并做出批判性推理的文本。有能力的学生必须协调这些信息与已知的问题模型，使正式（即，代数）运算，并且可以获得精确解。我们认为，这项任务是一个高度阅读导向的，其中穷人的文本理解和无法访问相关的长期知识导致严重的错误。特别是，差的学生经常从他们的解决方案中省略或错误指定必要的数学约束，这些约束是基于充分描述问题情境所需的阅读推理。此外，形式代数表达式是如此抽象，其含义往往是难以捉摸的，这有助于误译和误解。有能力的APP…
A tutoring approach is derived from a model of problem comprehension, based on the van Dijk and Kintsch (1983; Kintsch, 1988) theory of discourse processing. A problem statement is regarded as a text from which the student must glean propositional and situational information and make critical inferences. The competent student must coordinate this information with known problem models so that formal (i.e., algebraic) operations can be applied and exact solutions can be obtained. We argue that this task is a highly reading-oriented one in which poor text comprehension and an inability to access relevant long-term knowledge lead to serious errors. In particular, poor students often omit from their solutions or misspecify necessary mathematical constraints that are based on reading inferences needed to describe fully the problem situation. Furthermore, formal algebraic expressions are so abstract that their meaning is often elusive; this contributes to mistranslations and misinterpretations. The competent app...
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W