摘要
以32名初中二年级学生为被试，以Tobbi120眼动仪为工具，采用2×2×2的3因素混合实验设计，探讨了题目难度、冗余信息和数学成绩对学生采用的信息区分策略的影响，结果发现：不同成绩学生解题时使用不同的信恩区分策略，低分组学生解较容易题目时会因题目是否含有冗余信息调整区分策略，但当题目难度增大时则不作调整；高分组学生会因题目难度及是否含有冗余信息调整区分策略．
Thirty-two middle school students in grade two were observed in the study. 2 × 2 × 2 mixed design with the Tobbil20 eye tracker was used to analyze the influence of the difficulty and redundancy and score in strategies of discriminating information（SDI）. The results showed that different students could arrange the discriminating processes in different ways while solving problems. Lower achieving students appear to adjust their discrimination strategies in accordance with redundancy information when problem is easy, but do not make such adjustments when problem is difficult; whereas higher achieving students adjust their discrimination strategies in accordance with redundancy information and problem difficulty.
出处
《数学教育学报》
北大核心
2013年第6期32-36,共5页
Journal of Mathematics Education
基金
全国教育科学规划教育部重点课题——初中学生数学解题过程的眼动研究(GOA107011)
天津市高校中青年骨干创新人才培养计划资助
关键词
问题难度
冗余信息
代数应用题
信息区分策略
word problem difficulty, redundancy information
algebra word problem
strategies of discriminating information （SDI）
