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1、從判斷、理解及解釋中學習 加及減應用題李淑嘉老師（聖公會奉基千禧小學）胡家敏老師（聖公會奉基千禧小學）文美玉老師（香海正覺蓮社佛教正慧小學）周偉志先生（小學校本課程發展組）常聽到學生遇到的困難語文理解數學概念學習態度題型變化問題探討為甚麼學生做那麼多練習，卻不見得有很大進步，更不知他們是否明白？究竟學生是如何學習加及減應用題的呢？他們在學習過程中原來可以不需判斷題型，也不需要對加及減的概念有深入的理解。學生學習加及減應用題的現況分析問題探討如何讓學生多判斷及理解，甚至能解釋解題方法呢？問題探討你期望學生能解釋解題策略嗎？Itisacommonbeliefbymathematicsedu
2、catorsthatstudents,whounderstandmathematicalconcepts,areexpectedtobeabletotalkabout,explainandrepresenttheconcepts(Mousely,1999).問題探討如何讓學生能判斷不同題型的意義呢？下列哪項練習形式能加強學生判斷題目的機會？練習中有同一類型的題目練習中混合多種不同類型的題目練習中混合兩種類型的題目其他“Contrast”iscomparingtheexperienceofsomethingelseinordertomakesurewhatthelearnerhasexp
3、erienced(Martonetal,2004).問題探討如何讓學生明白及理解加及減應用題的概念呢？HiebertandCarpenter(1992)explainthataparticularmathematicalideacanoftenberepresentedandcommunicatedindifferentforms,suchasphysicalobjects,diagrams,writtensymbolsandspokenlanguage,studentscanconstructmeaningsthroughconnectingdifferentrepresentati
4、onsofthesamemathematicalideaorbetweenrelatedideaswithinthesameform.Lesh(1979)developedatranslationmodelforinstructions.Itsuggeststhatlearningisenhancedifstudentscanusemultiplewaystoinvestigatethesamemathematicalconceptandmaketranslationsbetweenandwithindifferentmodesofrepresentation.Studentscanu
5、semanipulatives,pictures,writtensymbols,verbalsymbolsandreal-lifecontextstoexploreandrepresenttheconcept.Mousley,J.(1999).Perceptionsofmathematicalunderstanding.InJ.M.Truran&K.M..Truran(Eds.),Makingthedifference(Proceedingsofthe22ndannualconferenceoftheMathematicsEducationResearchGroupofAustrala
6、sia,Adelaide,pp.388-395).Sydney:MERGA.Hiebert,J.&Carpenter,T.P.(1992).Learningandteachingwithunderstanding.InGrouwsD.A.(ed.).Handbookofresearchonmathematicsteachingandlearning,NCTM,Macmillan,Inc.,NewYork.Lesh,R.(1979).Mathematicallearningdisabilities:Considerationsforidentification,diagnosis,and
7、remediation.InR.Lesh,D.Mierkiewicz,&M.G.Kantowski(Eds.),Appliedmathematicalproblemsolving(pp.111-180).Columbus,OH:ERIC/SMEAC.Marton,F.andTsui,A.B.M.withP.Chik,P.Y.Ko,M.L.Lo,I.Mok,D.Ng,M.F.Pang,W.Y.PongandU.Runesson(2004).Cla
