Developmental Research on Measuring Instrument of Cognitive Patterns in Arithmetic/Mathematics Learning

算术/数学学习认知模式测量工具的发展研究

基本信息

批准号：
12680266
负责人：
SAKITANI Shinya
金额：
$ 1.15万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680266/
关键词：
cognitive pattern learning strategy arithmetic learning mathematics learning 問題解決情報処理

cognitive pattern learning strategy arithmetic learning mathematics learning 問題解決情報処理

项目摘要

1. THEORETICAL AND INTERVIEW RESEARCH ON COGNITIVE PATTERNSThrough the preceding researches, we have recognized that the cognitive patterns have an influence on the learning methods of arithmetic/mathematic and on the way of mathematical problem solving, and then they are greatly concerned with the success in arithmetic/mathematics learning. So, we designed the counseling of learning to confirm the above recognition, and practiced it to school children and junior high school students. As the result of it, it became clear that the cognitive patterns were reflected in the learning strategies such as the way of comprehension monitoring and self-controlling.2. THE INVESTIGATION OF LEARNING STRATEGIES OF ELEMENTARY AND JUNIOR HIGH SCHOOL PUPILSWe constructed the Learning Strategies Measure (LSM) of mathematics consisting of 26 items which reflected the cognitive patterns, and practiced it to the ninth-grade pupils. We got the significant differences between high and low achievement pupils on 18 items out of 26 items, and it became clear that the cognitive patterns were related to the achievement. It also became clear that there was no significant difference between boys and girls.Next, basing on LSM of mathematics, we constructed LSM of arithmetic consisting of 25 items, and practiced it to sixth-grade pupils. We also got the significant differences between high and low achievement pupils on 14 items out of 25 items. There are 21 common items to both LSM of arithmetic and LSM of mathematics. Through the analysis of these items, it became clear that there was no remarkable difference relative to the learning strategy or cognitive patterns of sixth-grade and ninth-grade pupils. I remains to be proved that how to improve the cognitive patterns of pupils and how to connect them with the development of learning strategies of pupils.

1。关于认知模式的理论和访谈研究，我们已经认识到，认知模式对算术/数学的学习方法和数学问题解决方法有影响，然后它们与算术/数学学习方面的成功非常关注。因此，我们设计了学习的咨询以确认上述认可，并将其练习给学童和初中学生。结果，很明显，认知模式反映在学习策略中，例如理解方式和自我控制的方式。2。小学和初中的学习策略的调查构建了数学的学习策略量度（LSM），该数学由26个项目组成，这些项目反映了认知模式，并将其实践给了九年级的学生。在26个项目中，我们在18个项目中的高成就学生和低成就的学生之间存在显着差异，很明显，认知模式与成就有关。同样很明显，男孩和女孩之间没有显着差异。下一个，基于数学的LSM，我们构建了由25个项目组成的算术LSM，并将其练习到六年级的学生。在25个项目中，我们还获得了高成就的学生和低成就的学生之间的显着差异。算术和数学LSM的LSM都有21个常见项目。通过对这些项目的分析，很明显，相对于六年级和九年级学生的学习策略或认知模式没有显着差异。我仍然要证明，如何改善学生的认知模式以及如何与学生学习策略的发展联系起来。