• 作者： 楊德清
• 作者服務機構： 國立嘉義大學數學教育研究所
• 中文摘要： 臺灣南部二所（A校與B校）公立國民小學各選取1個六年級之班級參加本教學實驗之研究。數字常識紙筆測驗經由T-考驗結果顯示兩校學生在教學後之成績皆顯著地優於教學前之表現（p < 0.01）；同時保留測驗之成績亦顯著地優於教學前之表現（p < 0.01），但教學後與保留測驗不具顯著差異性。此正顯示數字常識教學具良好之成效，且學生具良好的保留概念，代表此學習是理解的，與有意義的學習。12位（每班各6位學生）接受訪談學生在教學前之回答少有數字常識策略呈現，大都傾向於使用傳統算則的方式解決問題或無法解釋，由於解題之思考模式侷限於公式與計算法則，因此無法有意義的產生結果。然而教學後（B校低程度學生除外），學生之反應與解釋明顯地呈現了使用數字常識策略的能力，如比較數字大小之能力，發展運用參考點之能力，或估算之能力等。在本教學實驗下，學生數字常識能力之成長是明顯的。
• 英文摘要： Two 6th grade classes from two public schools in south Taiwan participated in this experimental study. The Posttest and Retention test results revealed that students' number sense performance significantly improved (p < 0.01) after instruction. The results of Retention tests also indicated that these students' learning was meaningful. Interviews with 12 students revealed that many students did not have any ideas or tended to use standard written algorithms. Few number sense strategies were found before instruction. However, after instruction few rule-based methods were found and students' responses reflected number sense strategies, such as number magnitude, benchmarks, and estimation were observed.
• 中文關鍵字： 數字大小；估算；參考點；數字常識教學
• 英文關鍵字： Number Magnitude, Benchmark, Estimation, Teaching Number Sense