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Developmental Research on Measuring Instrument of Cognitive Patterns in Arithmetic/Mathematics Learning

算术/数学学习认知模式测量工具的发展研究

基本信息

批准号：
12680266
负责人：
SAKITANI Shinya
金额：
$ 1.15万
依托单位：
Hyogo University of Teacher Education
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 2001
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680266/
关键词：
cognitive pattern learning strategy arithmetic learning mathematics learning 問題解決情報処理

项目摘要

1. THEORETICAL AND INTERVIEW RESEARCH ON COGNITIVE PATTERNSThrough the preceding researches, we have recognized that the cognitive patterns have an influence on the learning methods of arithmetic/mathematic and on the way of mathematical problem solving, and then they are greatly concerned with the success in arithmetic/mathematics learning. So, we designed the counseling of learning to confirm the above recognition, and practiced it to school children and junior high school students. As the result of it, it became clear that the cognitive patterns were reflected in the learning strategies such as the way of comprehension monitoring and self-controlling.2. THE INVESTIGATION OF LEARNING STRATEGIES OF ELEMENTARY AND JUNIOR HIGH SCHOOL PUPILSWe constructed the Learning Strategies Measure (LSM) of mathematics consisting of 26 items which reflected the cognitive patterns, and practiced it to the ninth-grade pupils. We got the significant differences between high and low achievement pupils on 18 items out of 26 items, and it became clear that the cognitive patterns were related to the achievement. It also became clear that there was no significant difference between boys and girls.Next, basing on LSM of mathematics, we constructed LSM of arithmetic consisting of 25 items, and practiced it to sixth-grade pupils. We also got the significant differences between high and low achievement pupils on 14 items out of 25 items. There are 21 common items to both LSM of arithmetic and LSM of mathematics. Through the analysis of these items, it became clear that there was no remarkable difference relative to the learning strategy or cognitive patterns of sixth-grade and ninth-grade pupils. I remains to be proved that how to improve the cognitive patterns of pupils and how to connect them with the development of learning strategies of pupils.

1.认知策略的理论和访谈研究通过前面的研究，我们认识到认知模式对算术/数学的学习方法和数学问题的解决方式有影响，进而与算术/数学学习的成败密切相关。因此，我们设计了学习辅导来确认上述认识，并在学龄儿童和初中生中进行了实践。研究结果表明，认知模式在理解监控、自我控制等学习策略中得到了较好的体现。小学和初中学生学习策略的调查我们编制了由26个项目组成的反映认知模式的数学学习策略量表(LSM)，并对九年级学生进行了实践。在26个条目中的18个条目上，高、低成就小学生之间存在显著差异，认知模式与学习成绩有显著相关。其次，在数学最小二乘法的基础上，我们构建了由25个项目组成的算术最小二乘法，并将其应用于六年级小学生。在25个项目中的14个项目上，高、低成绩学生之间存在显著差异。算术最小二乘与数学最小二乘共有21项。通过对这些项目的分析，发现六年级和九年级小学生在学习策略或认知模式上没有显著差异。如何改善小学生的认知模式，以及如何将其与小学生学习策略的发展联系起来，还有待于证明。