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首页> 外文期刊>Cognitive Science >You'll see what you mean: Students encode equations based on their knowledge of arithmetic
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You'll see what you mean: Students encode equations based on their knowledge of arithmetic

机译：您会明白您的意思：学生根据对算术的了解对方程式进行编码

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摘要

This study investigated the roles of problem structure and strategy use in problem encoding. Fourth-grade students solved and explained a set of typical addition problems (e.g., 5+4 + 9 + 5= _) and mathematical equivalence problems (e.g., 4 + 3 + 6 = 4+ _ or 6 + 4 + 5= _+ 5). Next, they completed an encoding task in which they reconstructed addition and equivalence problems after .viewing each for 5 s. Equivalence problems of the form 4 + 3 + 6 = 4+ _ overlap with a perceptual pattern found in traditional arithmetic problems (i.e., answer blank in final position), and students' encoding was poorest on problems of this type. Individual differences in encoding the equivalence problems were related to variations in strategy use. Some students solved blank-final equivalence problems using the standard arithmetic strategy of performing all given operations on all given numbers. These students made more errors in encoding problem structure, but fewer errors in encoding the numbers, than did students who solved the problems using correct or other incorrect strategies. Moreover, students who expressed many strategies for solving the blank-final equivalence problems made fewer errors in encoding problem structure, but more errors in encoding the numbers, than did students who expressed only a single strategy. Results highlight that encoding is intended to guide action and that prior experience can simultaneously facilitate and interfere with accurate encoding.
机译：这项研究调查了问题结构和策略使用在问题编码中的作用。四年级的学生解决并解释了一组典型的加法问题（例如5 + 4 + 9 + 5 = _）和数学等价问题（例如4 + 3 + 6 = 4+ _或6 + 4 + 5 = _ + 5）。接下来，他们完成了一个编码任务，其中他们在每次观看5 s后重建了加法和等效问题。形式为4 + 3 + 6 = 4+ _的等价问题与传统算术问题中发现的感知模式重叠（即，在最终位置回答空白），并且学生对此类问题的编码最差。编码等价问题的个体差异与策略使用方式的变化有关。一些学生使用对所有给定数字执行所有给定运算的标准算术策略解决了空白-最终等价问题。与使用正确或其他不正确策略解决问题的学生相比，这些学生在编码问题结构时犯了更多的错误，但在编码数字时犯了较少的错误。此外，与只表达一种策略的学生相比，表达了许多解决空白-最终等价问题策略的学生在编码问题结构时所犯的错误更少，但是在编码数字时所犯的错误却更多。结果表明，编码旨在指导操作，并且先前的经验可以同时促进和干扰准确的编码。

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