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Analysing Students' Higer-Order Thinking Ability Formation Processes in Mathematics Education and Developing Structured Mathematics Curriculum

分析数学教育中学生高阶思维能力形成过程及开发结构化数学课程

基本信息

批准号：
04451137
负责人：
KIMURA Suteo
金额：
$ 2.56万
依托单位：
Naruto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (B)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

项目摘要

1. Analysing students' higher-order thinking ability formation processes and classroom practices(1)Investigates statistical interpretation ability : We analyzed students' statistical problem solving processes. Its clarifyed that problem construction plays important role in the process.(2)Investigates culculating area problem : We developed three recognition levels about area problems. (Procedural formula applyed - Combinational Equality Using - Higher-order concept changing). There is significant differences in each levels, and this results suggests importance of mathematical knowledge performance.(3)Problem solving ability about routine - non routine problem : We investigated algorithmic thinking ability with non routine problem. Non-routine problem performance is low correlated with standard mathematics performance, and quite low score. This results can apply designing mathematics cullicula based on model construction ability.2. Mathematics cullicula development for higher-order thinking ability and database development(1)Curricula development to appreciate mathematics : We developed introductory algebra curricula to appreciate mathematics, and practiced in junior high school classroom. This practice principles are able to apply higher order schema instruction, and able to diagnose more adequately students' understanding characteristics.(2)Development of Electrical Text to assist inductive leraning of mathematics : We implement the Electrical Text to assist inductive learning of mathematics in high school with Mathematica.

1、分析学生高阶思维能力形成过程及课堂实践（1）考察统计解释能力：分析学生统计问题解决过程。明确了问题建构在这一过程中的重要作用。(2)研究计算区域问题:我们开发了关于区域问题的三个认知层次。（应用程序公式 - 组合相等使用 - 高阶概念更改）。每个级别之间存在显着差异，这一结果表明了数学知识表现的重要性。(3)常规-非常规问题的问题解决能力：我们考察了非常规问题的算法思维能力。非常规问题的表现与标准数学表现的相关性较低，并且分数相当低。该结果可应用于基于模型构建能力的数学课程设计。 2．高阶思维能力和数据库开发的数学课程开发（1）欣赏数学的课程开发：我们开发了欣赏数学的入门代数课程，并在初中课堂上进行了实践。这种实践原则能够应用高阶图式教学，能够更充分地诊断学生的理解特征。(2)开发Electrical Text来辅助数学归纳学习：我们利用Mathematica实现了Electrical Text来辅助高中数学的归纳学习。