Instructional intervention for ratio concepts based on "logic of children"

本研究旨在探讨新课程对比率观念的影响。该课程由两个方面组成：一是在概念上引入“儿童逻辑”;二是明确阻碍儿童理解的具体认知障碍。目标儿童是一所公立小学的五年级学生。研究人员将他们与按照典型数学教科书教授概念的学生进行了比较，干预持续了大约三周。结果表明，实验组小学生对比率概念的解题理解、对比率概念的大小和意义的判断能力均优于对照组。因此，这项研究表明，新的方法的基础上“儿童的逻辑”促进理解非常困难的概念学习。

The present study investigated effect of new curriculum on ratio concepts. The curriculum was composed of two aspects : the one was to introduce "logic of children" on the concepts. The other was to make clear concrete cognitive barrier from preventing understanding of children. The target children was fifth graders in a public elementary school. They were compared with pupils who were taught the concepts according to typical textbook on math. Intervention lasted about three weeks. As results, pupils in the experimental condition indicated better understanding in problem solving on ratio concepts, in judgment on magnitude or meaning of ratio concepts than control children. Thus, this study demonstrated that new approach based on the "logic of children" promoted understanding very hard concepts to learn.