子どもにおける算数文章題の理解・記憶
書誌事項
- タイトル別名
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- CHILDREN'S UNDERSTANDING AND MEMORY FOR ARITHMETIC WORD PROBLEMS
- コドモ ニ オケル サンスウ ブンショウダイ ノ リカイ キオク
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抄録
The purpose of the present experiment was to investigate how problem types and children's ability in solving word problems influenced recall performance based on activity during problem presentation. Ninety elementary school children in the sixth grade were assigned one of three activities: memorizing, writing, or solving two types of word problems, respectively. After having achieved each activity, subjects were asked to recall each problem. The results showed that subjects who solved word problems recalled as many sentences about relations among variables as those who memorized them. Moreover, subjects who solved hard word problems incorrectly made more recall errors of sentences about relations than those with correct performance. These results suggest that subjects with correct performance understand integrated semantic structure in solving word problems.
収録刊行物
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- The Japanese Journal of Educational Psychology
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The Japanese Journal of Educational Psychology 37 (2), 126-134, 1989
The Japanese Association of Educational Psychology
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詳細情報 詳細情報について
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- CRID
- 1390001205461442176
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- NII論文ID
- 110001892663
- 130004623749
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- NII書誌ID
- AN00345837
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- NDL書誌ID
- 2948173
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- ISSN
- 00215015
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- Crossref
- NDL-Digital
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可