An analysis of learner outputs in problem posing as sentence-integration in arithmetic word problems
An analysis of learner outputs in problem posing as sentence-integration in arithmetic word problems
复制标题
算术单词问题中句子整合问题的学习者输出分析
DOI：
10.1186/s41039-017-0049-5
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发表时间：
2017
影响因子：
3.2
通讯作者：
T. Hirashima
中科院分区：
文献类型：
--
作者：
N. Hasanah;Y. Hayashi;T. Hirashima
通过提出问题来实现学习的实际实施面临着由于评估和反馈学生提出的问题所需的时间而导致的效率低下的问题。作为这个问题的解决方案，我们已经开发了一个基于平板电脑的软件，通过提出算术单词的问题，名为Monsakun学习。该软件基于算术应用题的三元组结构模型。在这项研究中，我们调查了在Monsakun的小学生提出的问题，以了解Monsakun是否鼓励他们思考算术单词问题的结构。结果表明，学生没有随意提出问题，而是先思考问题。我们还发现，频繁的错误实际上是有意义的错误，学生试图提出的问题，满足尽可能多的限制，这意味着他们实际上考虑的结构，提出要求的问题，在作业。理解作业要求并将其与合适的句子卡片联系起来的过程是一个重要的环节，特别是对于年轻的学习者来说，要深入理解算术应用题的结构。
Achieving practical implementation of learning by problem posing faces the issue of inefficiency due to the time needed for assessment and giving feedback to students’ posed problems. As a solution of this problem, we have developed a tablet PC-based software for learning by posing arithmetic word problems named Monsakun. The software is based on Triplet Structure Model of arithmetic word problem. In this research, we investigated problems posed by elementary school students in Monsakun to understand whether Monsakun encourages them to think about the structure of arithmetic word problems. The result shows that students did not pose problems randomly but considered things first. We also found that the frequent errors are actually meaningful errors, and students tried to pose problems satisfying as many constraints as possible, which means they actually think about the structure to pose required problems in the assignments. The process of understanding assignment requirements and relating them to suitable sentence cards is an important point especially for young learners to reach deep understanding of the structure of arithmetic word problems.
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG