期刊專區/ Periodical Section

數學概念與程序覺知的發展歷程：電腦化認知反應測驗之實徵研究

Cognitive Developments of Mathematical Conceptual & Procedural Awareness: A Computerized Neural Responses Study

所屬期刊：	第4卷第4期 「測驗與評量」 主編：香港教育學院講座教授 王文中
系統編號：	vol015_05
主題：	測驗與評量
出版年份：	2008
作者：	楊志堅;陳麗婷
作者(英文)：	Chih-Chien Yang;Li-Ting Chen
論文名稱：	數學概念與程序覺知的發展歷程：電腦化認知反應測驗之實徵研究
論文名稱(英文)：	Cognitive Developments of Mathematical Conceptual & Procedural Awareness: A Computerized Neural Responses Study
共同作者：	陳麗婷 Li-Ting Chen
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	30
中文關鍵字：	數學學習; 數學概念覺知; 數學程序覺知; 認知發展
英文關鍵字：	Mathematics Learning; Math Conceptual Awareness; Math Procedural Awareness; Cognitive Developments
服務單位：	教授暨訪問學者;國立臺中教育大學教育測驗統計研究所認知神經計量實驗室;中央研究院人文社會科學研究中心調查研究專題中心;台中市光復國小教師
稿件字數：	17339
作者專長：	測驗統計、教育評量
投稿日期：	2008/10/20
論文下載：
摘要(中文)：	本研究探討小學階段數學概念與程序覺知的認知反應本身、兩者間的關聯及其發展歷程的變化。施測對象為目前九年一貫學制之國民小學五、六年級學生，本研究採立意取樣，總計施測120位學生。所使用的研究工具為自編電腦化數學概念與程序覺知測驗。實驗的主體以電腦化的程式記錄受測學生的認知反應，包括作答正確性及其反應時間，以做為數學概念與程序覺知的觀察依據。本研究發現數學概念與程序覺知間的正向關聯，及兩者在不同學童背景間的差異。數學概念與程序覺知的發展歷程，則各有不同趨勢，其所延伸的意涵很值得心理或教育研究參考。
摘要(英文)：	This study examines the relations and developments of cognitive responses of mathematical conceptual and procedural awareness. Participants of this study are 120 Grade 5 and Grade 6 elementary students in Central Taiwan. Students are purposely selected to join the research, in which cognitive responses, including accuracy and speed are recorded by computerized programs that are accurate in milliseconds. The positive relationship between mathematical conceptual and procedural awareness are found and some interesting development trajectories of both awareness are discussed. Results show some interesting relations and developments that can have both theoretical and substantive implications for the research fields.
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