藏族小学数困生与数优生数感的比较研究  

A Comparison between Tibetan Children with Mathematics Learning Difficulties and Tibetan Children with Excellent Mathematics Learning Abilities in Number Sense

作　　者：巴桑卓玛[1,2] 覃若男 史宁中[2] BA Sangzhuoma;QIN Ruo-nan;SHI Ning-zhong(College of Science,Tibet University,Xizang Lasa 850000,China;School of Mathematics and Statistics,Northeast Normal University,Jilin Changchun 130024,China)

机构地区：[1]西藏大学理学院,西藏拉萨850000 [2]东北师范大学数学与统计学院,吉林长春130024

出　　处：《数学教育学报》2023年第2期30-36,共7页Journal of Mathematics Education

基　　金：国家自然科学基金项目——藏族中小学生数学问题解决表征特点及教学干预研究(12126510);中国博士后基金项目——一~三年级藏族学生数学语言学习的研究(2014M560226)。

摘　　要：数感是学生数学核心素养的重要表现,也是学生数学学习成绩的重要预测变量.研究选取了四~五年级藏族数困生、数优生共334名,对两类学生的数感发展特点进行了比较研究.结果表明:藏族学生的数感随年级增长而提高,两类学生之间的差距越来越大,数困生有明显滞后;数优生数感三维度六指标的发展优于数困生,主要是数优生“数的运算”“数的问题解决”发展水平明显优于数困生;藏文、语文的学习在不同程度上影响藏族学生的数感发展;数感能够预测学生的数学成绩,其中数困生的数感对数学成绩的作用量达到了44%,数优生为21%.Number sense is an important manifestation of students’core competencies as well as a vital predictor variable of students’mathematical achievements.A total of 334 Tibetan primary school children(from Grade 4 to Grade 5)with both mathematics learning difficulties and excellent mathematics learning abilities have been selected in this research.The research used Number Sense Test to compare the development characteristics of the number sense of the two kinds of students.The results show the following:First,the number sense of two kinds of students increased with the increase of grade,but the gap was getting bigger and bigger,and MLD students’number sense was obviously developed slower.The development of the three-dimensional and six-dimensional indicators of excellent mathematical students is better than that of MLD,mainly because the development level of“number operation”and“number problem solving”of excellent mathematical students is significantly better than that of MLD.Third,to some extent,the learning of Tibetan and Chinese affects the development of number sense of Tibetan students.Finally,number sense can predict students’mathematical performance,among which the contribution of number sense to math scores of MLD students and mathematical excellent students were respectively 44%and 21%.

关 键 词：藏族学生 数困生 数优生 数感 

分 类 号：G752[文化科学—教育学]