國小五年級學童數字常識發展與建構教學之相關研究

Investigating the Relationship between the Development of Number Sense and Constructive Instruction

10.6384/CIQ.200207.0099

楊德清(Der-Ching Yang)；許清陽(Ching-Yang Hsu)

數字常識 ； 建構教學 ； 傳統教學 ； Constructive instruction ； Number sense ； Traditional instruction

課程與教學

5卷3期（2002 / 07 / 01）

99 - 118+131

繁體中文

本研究之主要目的在探討國小五年級學童數字常識的發展與實施數學科建構教學之關係。為達目的乃以研究者所發展之「國小高年級學童數字常識評定量表」為研究工具，透過線上測驗進行資料蒐集，樣本為國小五年級學童，研究者抽取八十八學年度舊課程傳統教學140人，八十九學年度新課程建構教學136人，合計樣本人數276人，進行「國小高年級學童數字常識評定量表」線上測驗。研究結果顯示，實施新課程建構式教學之國小五年級學童在數字常識五個組成成份：1.瞭解數字的意義和關係的能力、2.辨認數字大小的能力、3.瞭解這算對數字的意義和影響的能力、4.發展計算策略與判斷答案合理性的能力、5.以多重方式表徵數字的能力；均顯著優於舊課程之傳統教學，亦即數學科實施建構式教學確實能提升數字常識的能力。

The major purpose of this study was to investigate the relationship between the development of number sense and constructive instruction. This study applied the ”Standardized Rating Scale of Number Sense of Fifth and Sixth Grade” designed by the researcher. The sample included 140 fifth grade students who accepted traditional instruction and 136 fifth grade students who accepted constructive instruction.A significant difference was found on every component of number sense between fifth graders who were receiving the traditional instruction and constructive instruction. Result indicates that students in constructive teaching have better development on number.

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