问题情境对学生建构有理数加法法则影响的差异性研究  

Research on the Influence of Problem Contexts on Students’ Constructing the Rule of Rational Number Addition

作　　者：陈丽敏[1] 景敏[2] 

机构地区：[1]沈阳师范大学辽宁省基础教育教研培训中心,辽宁沈阳110034 [2]沈阳师范大学教师教育学院,辽宁沈阳110034

出　　处：《数学教育学报》2015年第6期64-67,共4页Journal of Mathematics Education

基　　金：辽宁省教育科学“十二五”规划2015年度课题——数学学案导学教学实施中的问题与对策研究(JG15CB006);全国教育科学“十二五”规划2011年度教育部重点课题——校本教研与农村初中数学教研组建设案例研究(GIA117011)

摘　　要：选六年级学生为样本，比较两个版本《义务教育教科书·数学七年级（上）》中的不同问题情境对学生建构有理数加法法则的影响．结果表明：在自然数学习扩充到有理数学习的过程中，学生加法概念的迁移存在一定的困难；学生得出算式得数的正确率在两个情境中有显著性差异；学生正确列出加法算式以及得出正确答案在两个情境中没有显著性差别．163 six graders were administered two problem contexts in order to explore the influence of different problem contexts selected from two versions of seventh grade math textbooks on pupils＇ constructing the rule of rational number addition. Results revealed that, first, students had cognitive difficulty in the learning of the concept of addition from natural numbers to rational numbers. Second, students＇ performance on correct computational results in the two contexts was significantly different. Third, there was no significant difference between pupils＇ performance on the correct mathematical operations and correct answers （i.e., computational results and mathematical operations are both correct） from the two contexts.

关 键 词：有理数加法 问题情境 认知困难 

分 类 号：G623.5[文化科学—教育学]