The supplemental lesson teaching material is high-school and college students' understandings and skills in elementary algebra

补课教材是高中生和大学生对初等代数的理解和技能

• 批准号: 15530417
• 负责人: ONODERA Toshiyuki
• 金额: $ 0.38万
• 依托单位: Tohoku University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530417/
• 关键词: high school student; college student; mathematics learning; literal expression; conceptual bug; teaching-learning strategy; 文字式の学習; 補習教材; 模擬授業; 中学生; 文字式理解; 補修教材

Two-hundred and sixty college students were tested about their understandings and skills in algebra of junior high school level. The analysis of their answer scripts revealed that they had an conceptual bug, or implicit knowledge about literal expression. About 60% of the college students expressed"sum of an odd number and another odd number"as (2n+1)+(2n+1), while the correct one being (2m+l)+(2n+l) or the like.One teaching-learning strategy were proposed against the conceptual bug : rewriting the problem into the version with a more concrete cover story.The effectiveness of this strategy was suggested by the result of a pretest-treatment-posttest designed experiment, where high school students learned the rewritten version (as the treatment, and the original version(as an control) of the problem.

本研究以260名大学生为被试，考察了他们对初中代数的理解和掌握情况。对他们答题脚本的分析表明，他们有一个概念性错误，即关于文字表达的隐含知识。约60%的大学生将一个奇数与另一个奇数之和表示为(2n+1)+(2n+1)，而正确的表示为(2m+L)+(2n+L)等。针对这一概念缺陷，提出了一种教与学的策略：将问题重写为具有更具体封面故事的版本。该策略的有效性通过前测-处理-后测设计实验的结果得到验证。在该实验中，高中生学习了问题的重写版本(作为处理，作为对照)。