Learning to solve story problems—supporting transitions between reality and mathematics
Learning to solve story problems—supporting transitions between reality and mathematics
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学习解决支持现实和数学之间转换的故事问题
DOI：
10.1007/s10212-014-0217-6
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发表时间：
2014
影响因子：
3
通讯作者：
Große
中科院分区：
文献类型：
--
作者：
Große
在学校教育中，将数学应用于实际问题越来越受到重视；然而，经常有人抱怨说，许多学生无法解决嵌入上下文中的数学问题。为了解决故事问题，必须找到从文字描述到数学符号的转换，必须执行内部数学计算，并且必须相对于所描述的情况来解释结果。一方面，人们经常建议考虑从一开始就存在于背景中的问题；另一方面，人们普遍建议在学习过程开始时采取循序渐进的程序。在目前的工作中，通过实验测试了在客观测量和主观测量方面，是否以“纯粹的”数学内部方式(因此，没有上下文的文字描述)开始学习过程比在提供非常短的上下文或提供详细的上下文的情况下开始学习过程更有益处。结果表明，从内部数学问题入手和从细节故事问题入手都是非常有效的，但必须考虑到与先验知识的交互作用。在动机方面，研究结果表明，内部数学问题和聚焦故事问题比详细的故事问题更受学习者的欢迎。
Applying mathematics to real problems is increasingly emphasized in school education; however, it is often complained that many students are not able to solve mathematical problems embedded in contexts. In order to solve story problems, a transition from a textual description to a mathematical notation has to be found, intra-mathematical calculations have to be performed, and the results have to be interpreted with respect to the described situation. On the one hand, it is often suggested to consider problems which are embedded in a context from the very beginning; on the other hand, step-by-step procedures at the beginning of learning processes are widely proposed. In the present work, it was tested experimentally whether starting a learning process in a “pure” intra-mathematical way (thus, without a textual description of a context) is more beneficial than starting a learning process with problems providing a very short context or with problems providing a detailed context, both with respect to objective measures and with respect to subjective measures. The results indicate that starting with intra-mathematical problems and starting with detailed story problems can both be very effective; however, interaction effects with prior knowledge have to be taken into account. With respect to motivational aspects, the results indicate that intra-mathematical problems and focused story problems are substantially more appreciated by the learners than detailed story problems.
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