國小二年級學童乘法問題解題策略之變化－以三位學童為例

The Process of Solution Strategies of Multiplication Word Problems in the Second Grades — Cases Study of Three Students

許美華(Mei-hua Hsu)

《花蓮師院學報》 12期 (2001/04) Pp. 173-199

摘要

本研究的目的在深入探討國小二年級學童正整數乘法問題解題策略之變化。資料蒐集以訪談爲主，資料分析則以文件分析法爲主。筆者以三位分屬高、中、低分組的二年級學童爲訪談個案，以自編的訪談問卷爲工具，來蒐集學童在六個不同階段（教學前、第三單元教學後、第五單元教學後、第七單元教學後、總結教學表現階段與確認期）的乘法解題策略和想法，並探討學習能力對學童解題策略變化的影響。此外，乘法問題的類型與數字大小對學童解題策略之選用的影響，也是本文的探討重點之一。
從蒐集到的資料中發現：
(1)不同學習能力的學童都是從最初使用加法來解決乘法問題轉變成使用乘法來解題。
(2)每一位學童從使用加法轉變成使用乘法的歷程並不相同，變化速度的快慢也因人而異。而比較三位學童不同階段的解題表現後發現，學童解題策略的改變歷程與變化速度不同主要是受到學童學習能力的影響。

關鍵字

國小二年級學童 ； 乘法問題策略之變化 ； 個案研究

並列摘要

The main purpose of this study was to explore the process of solution strategies of multiplication word problems in the second grades. Three students that were selected because of their learning ability were asked to write down their strategies first and then interviewed individually to probe their process in six different stages (before instructions, after third unit, after fifth unit, after seventh unit, after instructions and confirm phase). Meanwhile, the influence of learning ability, types of problems and sizes of numbers were also studied. And then, document analysis was used after data were collected.
The result of paper-pencil tasks and interviews indicated:
(1) Every student used addition for solving multiplication word problems before instructions and multiplication after instructions.
(2) The change pace and the process of solution strategies were different from student to student. The reason of different change pace and process was the influence of learning ability.
(3) The solution strategies were different in three different types of problems and three different sizes of numbers.

並列關鍵字

the second grades ； process of solution strategies of multiplication word problems ； case study