关系性思维中的一些重要关联——对中国和澳大利亚6～7年级学生进行的调查研究  

Some Key Junctures in Relational Thinking

作　　者：Max Stephens 王旭[2] 

机构地区：[1]墨尔本大学科学与数学教育学院,澳大利亚维多利亚州3010 [2]华东师范大学课程与教学系,上海200062

出　　处：《数学教育学报》2008年第5期36-40,共5页Journal of Mathematics Education

摘　　要：近年来,关系性思维（relational thinking）的研究成为数学教育领域的一个热点问题.这一领域研究的主要目的之一就是促进学生从算术学习向代数学习的顺利过渡.利用带有一个未知数字和两个未知数字的数式,来探索学生在数式中运用关系性思维的能力与处理含有字母的式子的能力之间的重要关联.重点讨论学生对含有两个未知数字的数式和含有字母式子的不同类型的回答,以及学生在含有两个未知数字数式上的表现是如何影响他们在含有字母的式子上的表现.Recently, the study of relational thinking became one of the most attractive problems in mathematics education. One aim of the study in this field was to help students to realize the transition from arithmetic to algebra. This study used number sentences involving one and two unknown numbers to identify some key junctures between relational thinking on number sentences and an ability to deal with sentences involving literal symbols. In this paper, the focus was on the different kinds of responses to two unknown numbers sentence and number sentence with literal symbols and how students＇ performance on two unknown numbers sentence influenced their performance on number sentence with literal symbols.

关 键 词：数式填空题 关系性思维 关系性思维的分类 

分 类 号：G40-03[文化科学—教育学原理]