Analyses of both informal knowledge and cognitive barriers in ratio concepts

比率概念中非正式知识和认知障碍的分析

• 批准号: 12610135
• 负责人: YOSHIDA Hajime
• 金额: $ 2.37万
• 依托单位: Ritsumeikan University (2001-2002)University of Miyazaki (2000)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12610135/
• 关键词: fraction; cognitive obstacles; understanding; instructional intervention; 概念理解; 繰り方略

The present study was designed to test the hypothesis that acquisition of the concepts of equal-partitioning and equal-whole, which constitute implicit knowledge in fractions, promotes understanding of fractions. To test the hypothesis an experimental program based on both the equal-partitioning and equal-whole was developed for three third grade classrooms in a Japanese elementary school. As a control, conventional teaching based on a Japanese textbook was provided in two third grade classrooms. The present study tested the hypothesis that students given such an intervention program would understand order and magnitude as central characteristics of fractions better than those who had been instructed using a traditional textbook. Students in the experimental group showed significantly better understanding of the equal-partitioning of fractions and the representation of the sizes of fractions than did those in the textbook group. There were, moreover, no differences between the experimental and textbook groups in the performance of routine tasks frequently found in the textbook. These results are discussed in view of the important instructional aims of having students understand fractions.

本研究旨在检验这样一种假设，即在分数中构成内隐知识的等分和等整概念的获得促进了对分数的理解。为了验证这一假设，本研究在日本一所小学的三个三年级教室里设计了一个基于等分和等整体的实验方案。作为对照，在两个三年级教室里提供了基于日语教科书的传统教学。这项研究测试了这样一种假设，即接受了这样的干预计划的学生比那些使用传统教科书指导的学生更好地理解分数的顺序和大小作为核心特征。实验组的学生对分数的平均划分和分数大小的表示的理解明显好于课本组。此外，实验组和课本组在经常在课本上发现的日常任务的执行上没有差异。鉴于让学生理解分数这一重要的教学目标，本文对这些结果进行了讨论。

项目成果

Yoshida H. & Sawano K.: "Overcoming cognitive obstacles in learning fractions: Equal-partitioning and equal-whole"Japanese Psychological Research. 44. 183-195 (2002)

吉田 H.

Yoshida H., Sawano K.: "Overcoming cognitive obstacles in learning fractions : Equal-partitioning and equal-whole"Japanese Psychological Research. 44. 183-195 (2002)

吉田 H.、泽野 K.：“克服分数学习中的认知障碍：均分与均分”日本心理学研究。

吉田 甫: "関係の推理と量的推理:割合概念の場合"立命館人間科学研究. 4. 1-8 (2002)

Hajime Yoshida：“关系推理和定量推理：比率概念的案例”立命馆人体科学研究。 4. 1-8 (2002)

Yoshida Hajime: "Inference of relation and inference of quantity"Ritsumeikan Journal of Human Science. 4. 1-8 (2002)

吉田肇：“关系推理与数量推理”立命馆人类科学杂志。

吉田甫: "割合の問題解決におけるインフォーマルな知識の利用"宮崎大学教育文化学部紀要. Vol.2. 123-133 (2000)

吉田浩：“使用非正式知识解决比率问题”宫崎大学教育文化学院通报第 2. 123-133 卷（2000 年）。