用数字直线构建分数大小知识:分割与类比对比
Alexandria A Viegut1, Percival G Matthews2
1Department of Psychology, University of Wisconsin-Eau Claire.
Developmental psychology
|September 28, 2023
概括
与传统的分区方法相比,使用类比来教分数显著提高了儿童对分数大小的理解. 这种方法,利用整数知识,显示了对分数理解的持久益处.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 了解分数大小对于数学发展至关重要.
- 对于分数的传统分区方法可能无法充分利用学生现有的知识.
- 数线表示通常比面积模型更好地支持分数大小的理解.
研究的目的:
- 调查基于类比的课程对教学分数大小的有效性.
- 将基于类比的学习与数字直线和面积模型上的传统分区进行比较.
- 为了确定类比是否增强了分数的理解,特别是在大分母和随着时间的推移.
主要方法:
- 一个在线实验,有84名二年级和三年级的学生.
- 随机分配给三个组:类比课程,在数列上划分课程,或控制 (区域模型).
- 课程集中在数直线上表示分数大小,并提供了一个关键类比组示例.
主要成果:
- 类比课程比控制课程更有效,和分区课程一样有效.
- 类比组在延迟保留和转移测试中表现优于大分母分数.
- 在数字线上的分区比在面积模型上更有效,具有一些持续的优势.
结论:
- 域-通用类比是一种强大的工具,用于支持分数的数学发展.
- 基于类比的指令可以增强分数大小的理解,特别是复杂的分数和长期保留.
- 通过类比利用先前的整数知识,为标准分数指令提供了一个有希望的替代方案.
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