「分數詞」之解題活動類型－一個國小四年級兒童之個案研究

Meaning of Fractional Number Words: A Case Study of Fourth Graders

10.7038/BREE.200112_(9).0015

李端明(Duan-ming Li)

分數詞 ； 根本建構主義 ； 基模論 ； 教學晤談法 ； fractional number words ； radical constructism ； scheme theory ； teaching interview

國民教育研究集刊

9期（2001 / 12 / 01）

277 - 291+293

繁體中文

本研究以根本建構主義與基模論為理論基礎，以教學晤談法進行資料收集，根據訪談的影帶轉譯和編輯成訪談原案，再依據訪談原案分析國小四年級參與者對於分數詞的解題活動類型。依據訪談原案分析的結果，本研究假設參與者的分數概念是位於加法性過渡至巢狀分數的階段。其解題活動類型具有下面性質：一、以分數詞表示兩量的並置關係。二、子分割運思。三、確定分數詞的算子意義。四、單向的部份－全體關係。五、缺乏雙向的部份－全體關係。六、缺乏共測單位與分數的密度性。

The study was based on the radical constructism as well as piagetian scheme theory, a four-grader was selected to collect her problem activities relating to fractional number words via teaching interview. According to the analysis on the performance of student, she was hypothesized as one instance who had the concept of additive fractional, when she used fractional number words, which has the following properties: (a) Fractional number words were used to denote a juxtaposed relationship between two quantities. (b) Subdivision operations have attained reversible level. (c) Fractional number words were used to denote meaning of operators. (d) The part-whole relationships among units of quantity is uni-directional, from part to whole. (e) The bi-directional part-whole relationship among units of quantities were not yet achieved. (f) A lack of construction on commeasure units as well as of the density meaning of fractional number words was observed.

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