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The Investigation on Pupils’ Problem-solving Representation Characteristic

Author: ZhouZuoNa
Tutor: LiuZuo
School: Hangzhou Normal University
Course: Curriculum and Pedagogy
Keywords: Problem-solving Problem representation Pupils Math scores
CLC: G623.5
Type: Master's thesis
Year: 2011
Downloads: 90
Quote: 0
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Abstract


Characterization capability is an important ability to solve mathematical problems should have its children understand, conversion, to construct mathematical problems have played a huge role, so many psychologists, educators began to focus on the characterization studies. In this study, the mathematical application entitled carrier, to the characterization study pupils solve the problem. General characteristics: problem representation capability grade development features, aimed at (1) reveals pupils characterization problem representation of gender differences in the characteristics of the pupils PROBLEM REPRESENTATION. (2) to understand the advantages and characterization of the characteristics of poor students and eugenics and learning of mathematics poor student representation level differences. (3) The application questions teaching strategies proposed to characterize the features of the primary school problem. In this study, using a variety of methods, including interviews, speaking Reporting Act questionnaire. The object of study for three in Hangzhou primary grades four, five, six, a total of 300 students. The study concluded that: (1) primary school students solve the problem characterized by the ability to gradually increase with increasing grade. (2) boys and girls characterization capabilities no significant differences in the problem-solving. (3) The most common characterization of the primary and secondary school students in problem solving characterized analytical characterization of the semantic structure of schematic representations retelling characterization pictures characterization, with less than characterization Characterization of special value, the literal translation characterization. The common feature of the different types of application questions on the use of the characterization of the way more use of the characterization of the semantic structure analysis, schematic representations and repeat characterization. Different characteristics are more likely to use the formula characterization, owned by a problem in the area of ??problem; away problems, financial exclusion problem more pictures characterization. (4) primary school students problem solve Information Representation of grade characteristics: pictures characterization, Schema characterization, characterization of special value, literal characterization apply a similar approach to characterization and the use of other characterization of the way of, the existence of grades four, five, six significant with differences, and the semantics characterization of structural analysis, retell characterization in the fourth, fifth, sixth grade students use no significant differences. (5) primary school problem solving characterized gender characteristics: boys and girls there are significant differences in the use of representation and schemata characterization of the semantic structure analysis and the characterization of the use of gender differences do not exist. (6) excellent students group tend to use semantic structure analysis characterization, schematic representations, retelling characterization pictures characterization, a higher proportion of problem solving diversified characterization; school poor students tend to use the literal translation characterization, characterization of special value to apply similar methods characterization formula characterization, problem-solving, tend to use a single characterization or try too much characterization. (7) school gifted poor groups in semantic structure analysis characterization, schematic representations, special value characterization retelling characterization, literally translated characterization, apply on the use of a similar method for characterization of the existence of a significant difference, formula characterization, pictures characterization, other characterization of the way the no significant differences in the use. Concluded in the study can provide a reference for future characterization of the study of cognitive psychology students at the same time be able to guide front-line teachers to deepen understanding of the characteristics of students' thinking, improve teaching methods.

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CLC: > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Mathematics
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