• 作者： 羅昭強
• 作者服務機構： 中國文化大學應用數學系
• 中文摘要： 本研究嘗試探討幾何變換概念的認知發展過程，研究方法及步驟根據Dubinsky教授所提倡的理論，而問題的設計則採用van Hiele的幾何層次學說。18位小學師範生為本研究的研究對象。根據面談結果顯示，幾何變換概念可分為四種不同的認知發展層次。透過Dubinsky教授的理論，本研究對此認知發展層次建立了幾何變換概念的基因分解。從所建立的基因分解中，本研究使用LOGO程式語言設計了一些教學情境範例，藉以刺激並幫助學生建立學習及理解幾何變換概念所需的反射抽象。
• 英文摘要： This study tried to find out how the concepts of translation, reflection, and rotation weredeveloped and how they were learned. The study is based on a system of approaches proposedby Dubinsky. the van Hiele Levels were used to develop the questions, and eighteen preserviceelementary school teachers were interviewed. Four levels were distinguished by the results of theinterviews. A description of a construction process for developing schemata of the transforma-tions was obtained. Based on the description, a practical instructional treatment was outlined.It consisted of computer experiences designed to stimulate the students to move along the cognitiveconstructions for developing schemata for the geometric transformations.
• 中文關鍵字： reflective abstraction; genetic decomposition; operational definitions
• 英文關鍵字： --