儿童专业图书中的问题解决图式及其图式特征研究

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2022-10-17 DOI:10.1086/721769
E. Stevens, S. Forsyth, S. R. Powell
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引用次数: 0

摘要

教师和照顾者使用儿童书籍(即普通书籍)来支持学校和家庭环境中的数学学习;共享阅读提供了一个独特的机会来支持学生对操作和模式发展的理解。在此之前,没有研究考察过普通书籍中加减乘除图式的表征。我们对88本儿童书籍进行了加性和乘法模式、未知信息的位置以及问题解决场景中包含的特征(例如,单步与多步)的编码。在添加模式中,book通常表示连接和独立模式,其最终数量未知。对于乘法模式,最常表示相等组模式。我们讨论了使用大众图书来支持图式开发和问题解决能力的实际意义,并为作者提供了建议,以更好地表达一系列图式和文本特征,以支持学生在共享阅读过程中对更困难的图式概念的数学理解。
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Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books
Teachers and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books for additive and multiplicative schemas, the position of the unknown information, and features included in the problem-solving scenarios (e.g., single-step vs. multistep). Of the additive schemas, books most often represented join and separate schemas with an unknown end amount. With multiplicative schemas, the equal groups schema was most often represented. We discuss practical implications for using trade books to support schema development and problem-solving competency, and we provide suggestions for authors to better represent a range of schemas and text features to support students’ mathematics understanding with more difficult schema concepts during shared reading.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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