小学校低学年の算数文章題における計算の意味理解の研究 : 演算決定および式のよみに焦点をあてて

• 石田 淳一

  愛知教育大学数学教室

• 子安 増生

  愛知教育大学心理学教室

書誌事項

タイトル別名

• The effect of problem structure upon choosing operations and making up stories in word arithmetic problems

抄録

642 children of grade 1 and 2 were given eight types of word arithmetic problems to test their understanding of semantic structure of addition and subtraction from two points of view: (1) choosing operations required to solve word arithmetic problems, and (2) making up word arithmetic problems to fit given calculations. The types of addition problems were join, combine, compare (compared quality unknown), and those of subtraction problems were separate, combine, compare (difference unknown), compare (compared quality unknown), join missing addend. The main findings are as follows. (a) Semantic structure has a profound effect upon the relative difficulty of word arithmetic problems. (b) Considering the childrens' performance from the two points mentioned above, especially, compare (compared quality unknown) [addition], combine [subtraction], and join missing addend problems are more difficult than others. (c) It is more difficult for children to make up word arithmetic problems to fit given calculations than to solve ordinary word arithmetic problems.

収録刊行物

• 科学教育研究

  科学教育研究 12 (1), 14-21, 1988

  一般社団法人 日本科学教育学会

詳細情報

• CRID: 1390282680728348672
• NII論文ID: 110002704448
• DOI: 10.14935/jssej.12.14
• ISSN: 21885338
• ISSN: 03864553
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可