|Alternative Title||The Basic Mental Processes in Children's Solving Addition and Subtraction Word Problems|
|Place of Conferral||北京|
|Keyword||语言理解 数学知识 问题解决 问题解决 映射 表征|
The main goal of present study was to disclose the basic mental processes underlying children's solving addition and subtraction word problems. To reach the goal, it's necessary to disclose what types of external and internal factors influence children's performance (achievement and the surface of correct formula) and how the influences happen during children's solving word problems. There were some deficits in method and theoretical explanation used in previous research. Present study hypothesized basically that there should be three stages involving in children's performance: language understanding, semantic referencing, and mapping semantic relation of objects onto mathematical operations. Some predictions were derived from the fundamental hypothesis. The empirical research tried to overcome some problems found in the methods used in previous research and systematically explored children's performance. The children in primary school were asked to solve typical addition and subtraction word problems by paper and pencil before or after they formally accepted the instniction on these word problems. The results would be analyzed from three dimensions: factors that influenced problem difficulty, solution error types and the underlying causes, and factors that influenced the surface of correct formula(a-f-b or b-1^a). The empirical research was branched of3' into G parts. The results were consistent with predictions. The new findings were as following: (1)some linguistic factors didn't contribute to problem difficulty; (2)children's performance on word problem solving couldn't be explained according to their performance on language understanding; (3)some mathematical knowledge didn't contribute to problem difficulty; (4)the situation complexity could bring substantial influence on children's performance; (5)the incorrect formulas could be traced back to some easy and simple representations; and (6)the surface of correct formula was systematically related with the position of object set in set relation and children's familiarity level to word problems. The main conclusions derived from empirical research were that the basic mental processes of solving addition and subtraction word problems couldn't be considered as the processes of understanding language or applying mathematical knowledge but the processes involving language understanding,referencing and mapping activities. Present study can bring more knowledge about human's mathematical cognition and children's cognitive development, meanwhile, provide some psychological principles for instructional practice.
|周新林. 儿童解答加减文字题的基本心理过程[D]. 北京. 中国科学院研究生院,2002.|
|Files in This Item:|
|周新林-博士学位论文.pdf（7183KB）||学位论文||限制开放||CC BY-NC-SA||View Application Full Text|
|Recommend this item|
|Export to Endnote|
|Similar articles in Google Scholar|
|Similar articles in Baidu academic|
|Similar articles in Bing Scholar|
Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.