摘要
本研究区分了两类数学应用题:非视觉化题目与视觉化题目,采用数学测验与个别访谈相结合的方法,考察了54名小学四、五、六年级不同学业水平学生的视觉空间表征。结果表明:图式表征在非视觉化题目与视觉化题目上都极大地促进了问题解决,图像表征妨碍非视觉化题目的解决但与视觉化题目的解决无关,并提出图式表征和图像表征在两类题目上有不同的含义。六年级学生的解题成绩及图式表征有显著的提高,但图像表征与年级因素无关。差生的图式表征能力很差,而在视觉化题目上使用图像表征显著地多于优生及中等生。在非视觉化题目的非视觉空间表征与图式表征之间的转换灵活性上,优生表现了明显的优势。
Two types of mathematical word problems were developed： nonvisual problems （NVP） and visual problems （VP）. By using mathematics test and individual interview, this study investigated visual-spatial representations in mathematical word problem solving among 54 elementary school students with different mathematical performance in grade 4, grade 5, and grade 6. The results showed that： Schematic representations promote NVP and VP solving success, whereas pictorial representations may present an obstacle to NVP solving but show no correlations with VP solving; therefore schematic representations and pictorial representations may have different meanings in the two types of mathematical word problems. The students in grade 6 performed better than the others in mathematical problem solving and use of schematic representations, but no grade differences existed in use of pictorial representations. The low-achievers in mathematics were poor in use of schematic representations, but the extent of use of pictorial representations in VP solving was higher than that of high-achievers and average-achievers. The high-achievers performed better than the others in transferring from non-visual-spatial representations to schematic representations in NVP solving.
出处
《心理发展与教育》
CSSCI
北大核心
2005年第3期78-82,共5页
Psychological Development and Education
关键词
数学问题解决
非视觉化题目
视觉化题目
视觉空间表征
图式表征
图像表征
mathematical word problem solving
nonvisual problems（NVP）
visual problems（VP）
visual-spatial representations
schematic representations
pictorial representations
