使用Van Hiele 五階段學習模式對國小學生學習幾何概念之研究

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1 利行列理蘭嶺欄年數列理理了數理不論數理列理數更數理略列數列來來理都數不數更靈例行不更理刺省理列理欄 662

2 This analysis tries to use a BBS to explore mathematicaly reasoning capability of the fifth-grade pupils. Therefore, the researcher can see pupils mathematicaly reasoning strategy and interpreting pattern through a series of research on their BBS performance (problem-solving methodology) and individual interview. Based on the result of this analysis, the researcher concludes: 1. No matter they are confronting numeric or graphic problems, pupils like to conduct interpreting patterns such as looking for difference between terms and multiplication table. As for graphic problems, when the dots are allocated in a tidy way, the frequency of using multiplication table to solve problems is getting higher. 2. Pupils when they are trying to solve numeric problems conducts more diversified reasoning strategies compared to graphic problems. However looking relationship for differences between terms is the first strategy bringing to their minds. When pupils are solving graphic problems, they think it s natural to transfer graphics directly into numeric terms; but the reasoning strategy may not be the same; some take it as a whole, others take it as a part. 3. A majority of pupils focus their reasoning only on one strategy, and the most frequent methodology is add-deduct calculation. 4. Through the BBS, pupils increase their interest on learning mathematics and make themselves more flexible in solving problems. Furthermore they won t be afraid of solving them when they face uncommon problems. This encouraging effect is especially true to the low-performance pupils. Pupils can share different reasoning strategies, retrospect on their own interpreting patterns and represent new solutions on the BBS. As a whole, the BBS really helps to stimulate their reasoning capabilities. Keywordssequential problem, reasoning, bulletin board systems. 663

3 論益量數益數理力數理數理邏數理數理理見理力數理年數理量數力數念理力理力說了數數識老力更識說識識識類更臨數不練林理力年力數領了理數力數不連力類理論類 664

4 見數來理力路都見利路路不來率年蘭利連串欄行數數路來數數利不勵力蘭來都路來力易易路年數理年列理年列理不數度年列理異了年路列理列數律例數列數兩類年不 665

5 例行列理數律來數度兩年年年數女列度裡度來女數度類欄滑料論參路理理識力度略了理度理理不理略數說 666

6 不練念理立念識理不練力不理數更數勵邏理力不力度數力理不練行數更邏理聯識力數亂律索數律都來了勵數力律牢牢數數理念了拉數理力說了理力理理理理不識理精神理念念見理理歷 667

7 念了識念連識省精類不離都說量理切理不理數理數理兩數列數列連數數列例數列數列連數列說例數列數列連都數數列類略說數數列略數列不論數列略 668

8 數列略數見連例臨數列連數數數數數立數連不來略不略索例數都數都數來略數數裡數列不略不 669

9 例數列連都數數數見略識數列列數數列數數例數數數數數識數數略數列理識數不數數數數數略數來都數了數裡數聯略說數裡數都了略數列數列例數來數 670

10 數數數數數數理數列數不見數理列立狀數列狀更狀狀了行行數量來數列數列來連來列數數狀狀不略了了念數列理數理來路路數數路數不更數拓數路 671

11 數列類索利路路來識路數若念論類路論來行數數力例路數數若路行路參錄錄錄數錄留來不錄了錄了樂錄路路不路欄利益力蘭利連串利數蘭 672

12 論數力蘭欄行數欄便省不不不匿略都來來樂數不數略力錄數念不數蘭數路來數數樂數力數數沈參不數了不論數路數論理錄參論數來年立 673

13 兩年數來女列數度度度裡女了度例度類路欄理列數列行讀理說流行路立兩論數列理理數列利理論兩論理類了 674

14 勵勵參路欄理理料行利行料理料理數列略來理路欄理料參數參理律料更更度論見理不理量來理行理律理律不論理若理若理 675

15 理律律律數例數理理率類參理理力行參列數列數列什什來數列便了不錄錄列理論不論論理略數兩類六數列車例說 raych 來數量不數量來來來論來了 676

16 理略來數量來數量數都理理來數量理理 677

17 都數來數量數數說不數來兩錄了什不什老不不來錄略數說不類錄了什了來什兩裡裡不數數了理不 678

18 數量來了理錄了什什什兩兩說說錄了流了理數來論說露數理不更了六數列車 raych 來數量六數列車了了來數列車數列理六數列車略 679

19 mgm1 來數量數理例數數 mgm2 來數量數列車數理 mgm1 來數量數數數數數理理理列兩理數理 680

20 數數數六理數理略列理略兩來來列理理率率率率數率率異理理例串數列數理理理來兩不數理理來例數 681

21 理來例數理數理六理若例了類數量 682

22 六來理略理歷理理略理略數林來參數列車例說類了了了數六數量六數 683

23 理都六了不念兩來數不了理不不不類數年飯數行不不理理論理律數數率率率率率率六率率率都都數列列列來率率列例理來 684

24 理理理了理數數來良理林來數念立數數來若數都數數類了了數列理數數數六數數類數了數了來不數來不數念若數都數數念例 685

25 來念不例來來理了便理略列數理不略數列異料來異兩數列來略略數列例數列車略了數數數數數來數數數來列數不不立狀數列狀更數列來連來數 686

26 理理率例略了立律理便來例數列車數了了數率率異數列率率數來不論率率數數來了數來兩率數率率數六率率 687

27 不數度列理異度來數度數量度來度不蘭路數樂數力數沈參理度度理度率異不度度來度律度度來度力易理度度理度來理了度來理不易度數理度律 688

28 路理路論女論數度都都理兩理理練都路都了兩度省不數都例了不刺練力力更靈更數理力更更數了來說都若類參都不不論度 689

29 理拉數了數度女數魯切說力力都都不易來論論理不論數理列理數更數理略列理略兩來來 690

30 數列數不見數來數量數數說來來若不易理弄不理了略來理不說數不不量理理都數不了度更數來了數來率都率來來年數念立不數來數念 691

31 列數律利來略了理律不數度理理度度不理數度數量不度來路老力路理度不匿度路參都度路都不略都來來不不數不數理力不靈例行不理不論度理 692

32 都度數不不了類老數理略老兩力理不練行勵邏理不力度來靈路老力數力數數沈參欄不數了不論來年路理理度良路理易理數說更了量說更 693

33 理數不不量量不來數理不列數列來不數數理若量理來福量數不來更論量不樂不令來更量更了歷路力力略不狀狀 694

34 參利行列理北立數北魯切數力理北路數立論林理北蘭欄行數立蘭數度略量數理立蘭數年度論蘭數六立蘭路來數蘭數理北年行數領 695

35 數聯年林類理理數北數年飯北理林數類北理六年數識錄錄林 696

36 697

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