- 作者: 楊德清、吳宛儒
- 作者服務機構: 1國立嘉義大學數學教育研究所; 2桃園縣幸福國民小學
- 中文摘要: 本研究將數常識(Number sense)情境教學活動融入國小三年級課室中,主要目的在了解兒童解數常識情境問題之表現,並探討數學課室之教學歷程。因此,本研究採個案研究法,以一班三年級的學生為對象,實施過程導向教學,以探究數常識情境教學的成效。研究結果顯示,學生在教學前後之相同數常識測驗成績經由t檢定分析,結果達顯著水準( .alpha.< .01),此顯示學生在教學後,不但數常識能力有明顯之增長,原課程之教學目標亦可達到。更由教學中的師生互動、學生的解題記錄和觀察資料中發現,數常識情境教學活動不但建立了學生的數概念,也提升了學生的數常識能力,培養學生閱讀題目的習慣,增進學生對題意的理解。此外,過程導向教學有助於提升學生的數常識,透過教師的鼓勵與同儕間的互助合作,提升了學生的學習意願,建立學習的信心。
- 英文摘要: This study integrated the number sense into the 3rd graders' mathematics teaching activities, and then investigated students' number sense performances in their learning processes. One 3rd-grade class was purposefully selected from Tao-Yuan County in north Taiwan. The results of the T-test showed that students not only had better performance on number sense, but also achieved the intended learning goals. The results on the parallel test indicated that there is a statistically significant difference between pre-test and posttest at .alpha.< .01. This implies that these students' number sense got much progress after the teaching. Moreover, the process-oriented teaching not only promoted students number sense, but also enhanced students' col-laboration, learning motivation and establishing their learning confidence. In sum, the 3rd graders' mathe-matics teaching integrating the number sense situated activities is indeed helpful on developing students' number sense.
- 中文關鍵字: 三年級、真實數學、過程導向教學、數常識、數常識情境活動
- 英文關鍵字: 3rd-Grade, Realistic Mathematics, Process-Oriented Teaching, Number Sense, Number Sense Situated Activities