期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(3)九月刊

學童估測長度、面積與體積的表現與策略使用之探討 作者:黃幸美(臺北市立大學學習與媒材設計學系)

卷期:61卷第3期
日期:2016年9月
頁碼:131-162
DOI:10.6209/JORIES.2016.61(3).05

摘要:
本研究發展一套估測評量以檢測學童在長度、面積與體積的估測能力與策略使用情形。研究對象為臺北市及新北市國小五~六年級學童948位。研究結果發現:學童的估測表現與使用策略的數量,皆受年級與測量性質影響;87%以上的學童能使用策略估測,尤以身體部位與方便使用的物件為單位做估測的人次較高。整體而言,六年級學童的估測表現優於五年級,學童在不同的估測分測驗的表現亦呈現差異,他們在估測長度的表現優於估測面積與體積的表現。此外,使用於估測體積的策略數量高於估測面積與長度的策略數量,使用於估測面積的策略數量高於估測長度的數量;但策略數量的年級差異只呈現在面積估測問題;六年級學童的策略數量也高於五年級。

關鍵詞:長度、面積、測量估測、策略、體積

《詳全文》 檔名

參考文獻:
  1. 王選發(2002)。國小六年級學童面積學習之研究(未出版碩士論文)。國立臺中師範學院,臺中市。【Wang, S.-F. (2002). A study of the learning concepts of area to the sixth grade students of elementary school (Unpublished master’s thesis). National Taichung Teachers College, Taichung, Taiwan.】
  2. 朱建正(1999)。小學數學基礎知識綱要。載於高雄市政府公教人力資源發展中心(編印),新典範數學(pp. 1-28)。高雄市:編者。【Zhu, J.-Z. (1999). Guidelines for elementary school mathematics basic knowledge. In Civil Service Development Institute of Kaohsiung (Ed.), The new model of mathematics (pp. 1-28). Kaohsiung, Taiwan: Editor.】
  3. 李源順、王美娟、蘇意雯、陳怡仲(2009)。臺灣學生在TIMSS的數學表現及其啟示。研習資訊,26(6),61-71。【Lee, Y.-S., Wang, M.-C., Su, Y.-W., & Chen, Y.-Z. (2009). Taiwanese students’ performance of the TIMSS and its implications. Inservice Education Bulletin, 26(6), 61-71.】
  4. 南一書局企業股份有限公司(2013)。國民小學數學教師手冊(第四冊)。臺南市:作者。【Nani Enterprise Co., Ltd. (2013). Elementary school mathematics teacher’s manual (Vol. 4). Tainan, Taiwan: Author.】
  5. 康軒文教集團(2010)。國民小學數學備課用書(第七冊)(再版)。新北市:作者。【Kang Hsuan Educational Publishing Group. (2010). Elementary school mathematics preparation books (Vol. 7, 2nd ed.). New Taipei City, Taiwan: Author.】
» 展開更多
中文APA引文格式黃幸美(2016)。學童估測長度、面積與體積的表現與策略使用之探討。教育科學研究期刊61(3),131-162。doi:10.6209/JORIES.2016.61(3).05
APA Format
Huang, H. E. (2016). Investigation of the performance and use of strategy among elementary school children in estimating measurements of length, area, and volume. Journal of Research in Education Sciences, 61(3), 131-162. doi:10.6209/JORIES.2016.61(3).05

Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(3)】September

Investigation of the Performance and Use of Strategy Among Elementary School Children in Estimating Measurements of Length, Area, and Volume Author: Hsin-Mei E. Huang (Department of Learning and Materials Design, University of Taipei)

Vol.&No.:Vol. 61, No. 3
Date:September 2016
Pages:131-162
DOI:10.6209/JORIES.2016.61(3).05

Abstract:

A set of measurement estimation assessments was developed to investigate the ability of elementary school children to estimate length, area, and volume measurements and their use of strategy in this context. The participants were 948 fifth- and sixth-graders who were recruited from elementary schools in Taipei and New Taipei City, Taiwan. The results showed that grade level and measurement attributes significantly influenced estimation performance and the number of strategies used in estimation. More than 87% of the children could indicate a strategy for estimating measurements. They frequently used body parts or objects that are convenient measurement units. On average, the sixth-graders outperformed the fifth-graders on the measurement estimation assessment. The students demonstrated higher performance in the subscale of length estimation than in the subscales of area and volume estimation. Multiple strategies were more commonly used for estimating volume than for estimating area and length. Participants also used a wider variety of strategies for estimating area than for estimating length. The influence of grade level on the degree of estimation strategy was observed only in the case of area estimation. Furthermore, the sixth-graders used more estimation strategies than the fifth-graders did.

Keywords:area, length, measurement estimation, strategy, volume