An empirical test of the impact of primitive intuitive models of operations on solving word problems with a multiplicative structure
An empirical test of the impact of primitive intuitive models of operations on solving word problems with a multiplicative structure
复制标题
原始直观运算模型对解决乘法结构应用题影响的实证检验
DOI：
10.1016/0959-4752(96)00004-7
复制
发表时间：
1996
影响因子：
6.2
通讯作者：
L. Verschaffel
中科院分区：
文献类型：
--
作者：
E. Corte;L. Verschaffel
以往研究的一个有力发现是，问题陈述中涉及的数字类型强烈影响乘法结构问题的解决过程和难度水平。为了解释这些数字类型效应，Fischbein，Deri，Nello和Marino(1985)提出了算术运算的原始直观模型理论。该理论规定，每个算术运算(例如，乘法)与原始直观模型(例如，重复加法)相关联，该原始直观模型介入选择解决应用题所需的运算的过程。为了揭示数字类型对乘法问题解决的影响，本研究以学生生成的给定数字句子的应用题为数据，检验了一系列假设和预测，这些假设和预测是以直观模型理论直接推导出来的。虽然结果与该理论的基本假设相当一致，但调查也表明，在更具体的层面上，该理论不能充分解释许多经验观察。这项研究还指出，有必要继续进行研究，以更好地理解学生通过乘法运算对情景进行建模所涉及的认知过程。
A robust finding of past research is that the number types involved in a problem statement strongly affect the solution process and the difficulty level of problems with a multiplicative structure. To account for these number type effects Fischbein, Deri, Nello & Marino (1985) have put forward the theory of the primitive intuitive models of arithmetic operations. This theory specifies that every arithmetic operation (e.g., multiplication) is associated with a primitive intuitive model (e.g., repeated addition), which intervenes in the process of selecting the operation needed to solve a word problem. In an attempt to unravel the number type effects on solving multiplicative problems, a study was carried out in which student-generated word problems for given number sentences were used as data to test a series of hypotheses and predictions that were derived in a straightforward way from the theory of the intuitive models. Although the results are fairly consistent with the basic hypothesis of the theory, the investigation also shows that at a more specific level this theory cannot sufficiently account for a number of empirical observations. The study also points to the necessity of continued research aimed at a better understanding of the cognitive processes involved in students' modeling of situations by multiplicative operations.