[二次方程式を解く際の戦略の柔軟性,手順,概念的知識の促進におけるタスクプロンプトの役割]
Maurus Küttel1, Christian Rüede2, Fritz C Staub3
1Pädagogische Hochschule Luzern, Frohburgstraße 3, 6002 Luzern, Schweiz.
まとめ
この研究では 課題を促すことで 解決策を比較し メタコグニティブ思考は 戦略の柔軟性や 中学数学部の学生の知識を高めることが分かりました しかし,規定式は二次方程式を解く際に柔軟性を妨げます.
科学分野:
- 数学教育
- 認知心理学
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