數學資優生的解題歷程分析-以建中三位不同能力的數學資優生為例

劉貞宜

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數學資優生的解題歷程分析-以建中三位不同能力的數學資優生為例

劉貞宜 , Masters　　Advisor：郭靜姿　　

繁體中文

數學資優生；數學解題歷程；數學解題特徵；數學解題策略；數學解題之後設認知能力；數學解題之情意態度；放聲思考

Abstract │ Reference (24) │ Times Cited (28) │ Altmetrics

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A study on the problem-solving process of mathematically talented                                 students-using three case
Abstract
The purpose of this study is to exam three facets of problem-solving process, cognitive characteristics, emotional characteristics, and the use of social resource, of mathematically talented students.
The participants of this study are three mathematically talented students in Jian-Kuo senior high school, all in the junior year and each with different mathematical abilities. Each student were to solve 10 mathematical questions given by 2 qualified teachers and the researcher collected information about their thinking process by asking the participants to think aloud how they solve these problems. Later on, interviews were given to collect information in regard to the participants'emotional shifts during the problem solving process.
The results showed that the student with the highest mathematical ability used more problem-solving paths, mathematical knowledge, mathematical thinking methods, effective strategies and metacognitive abilities than other two of mathematically talented students and was relatively faster in solving mathematical problems. And the three participants showed positive emotion shifts when encountered with difficulties, which affected them in different degree, during the problem solving process. Similarly  the three participants used different social resources to help them selves solve the problems.
Further discussion was made on the basis of these findings and some suggestions on future instructions and researches were proposed.

Reference ( 24 ) 〈TOP〉

邱芳津（民78）：國二資優學生線型函數概念之研究。國立彰化師範大學科學教育研究所碩士論文。
連結：
林清山（民82）：國中生後設認知、動機信念與數學解題策略關係之研究。國立台灣師範大學教育心理與輔導系研究報告。
連結：
陳李綢（民81）：國小男女生後設認知能力與數學作業表現的關係研究。教育心理學報，25，97-109。
連結：
一、中文部份
汪榮才（民79）：國小六年級資優生與普通生在數學解題中之後設認知行為。台南師院初等教育學報，3，199-243。

Times Cited (28) 〈TOP〉

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