涂景翰的數概念

Chin-Han's Meanings of Number Words

10.6173/CJSE.199809_6(3).0002

甯自強(Tzyh-Chiang Ning)

數概念 ； 教學晤談法 ； 幼稚園 ； Number Concepts ； Teaching Interview ； Kintergarten

科學教育學刊

6卷3期（1998 / 09 / 01）

255 - 269

繁體中文;英文

以根本建構主義為知識論基礎，皮亞傑的基模理論為心理學的基礎，本文假設數槪念為集聚單位，並區分幼兒的數槪念類型為數的前置槪念與起始數槪念兩種。透過教學晤談法的實施，一位七歲幼稚園大班的兒童涂景翰對有關數槪念功能問題的反應資料被加以蒐集，並加以槪念分析。分析的結果顯示其數槪念為起始數槪念。至於個案的起始數槪念的特質，則以對8個原案的詳細的闡釋加以突顯。

Radical constructivism and Piagetian's scheme theory were used as epistemological and psychological assumptions to conceptualize this study. Using this conception, the author hypothesized that number concepts are composite units. The meanings of number words used by kindergarten pupils were classified into two levels: (1) preconception of number and (2) initial number concept. Semi-structured teaching protocols were used to interview children and to collect data on their ideas about numbers. Chin-Han's reactions to solving number problems were gathered and the conceptual analysis of his meanings of number words are reported in this case study. The results revealed that Chin-Han was at the stage of initial number concept.

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