神马作文网英语翻译速度求大婶翻译啊,明天要交了Comprehension of arithmetic word problems
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英语翻译
速度求大婶翻译啊,明天要交了
Comprehension of arithmetic word problems byfifth-grade pupils:Representations and selection of information
Background.Understanding word problems leads to the construction of different
levels of representation.Some levels specify the elements which are indispensable for
solving the problem (problem model,PM) and others specify the agents,actions and
events in everyday concepts (situation model,SM).
Aims.By studying how the information is selected,we try to specify the nature of the
representations constructed during the reading of a word problem:understanding a
problem leads to the construction of two complementary levels of representation (PM
and SM) or to the construction of only one representation (PM)
Sample.Ninety-one fifth-grade pupils (mean age 10 years 9 months) took part in this
study and were divided into two groups according to their mathematical ability.
Method.As well as the information considered as indispensable for solving the
problems (solving information),different types of information (situational information)
were introduced into standard word problems.In a first task,participants were asked
to select the information in order to ‘make the word problem as short as possible’
(locate the elements used for developing PM).In a second task,they were asked to
select the information in order to ‘make the word problem easier to understand’
(determine whether the participants developed a SM).
Results.The participants successfully differentiated between the solving information
and the situational information.An interaction was also observed between the type of
information and the task.The mathematical ability of the participants was seen to have
an influence on the selection of situational information.
Conclusion.Understanding leads to the construction of two complementary
representation levels:the problem model and the situation model.
速度求大婶翻译啊,明天要交了
Comprehension of arithmetic word problems byfifth-grade pupils:Representations and selection of information
Background.Understanding word problems leads to the construction of different
levels of representation.Some levels specify the elements which are indispensable for
solving the problem (problem model,PM) and others specify the agents,actions and
events in everyday concepts (situation model,SM).
Aims.By studying how the information is selected,we try to specify the nature of the
representations constructed during the reading of a word problem:understanding a
problem leads to the construction of two complementary levels of representation (PM
and SM) or to the construction of only one representation (PM)
Sample.Ninety-one fifth-grade pupils (mean age 10 years 9 months) took part in this
study and were divided into two groups according to their mathematical ability.
Method.As well as the information considered as indispensable for solving the
problems (solving information),different types of information (situational information)
were introduced into standard word problems.In a first task,participants were asked
to select the information in order to ‘make the word problem as short as possible’
(locate the elements used for developing PM).In a second task,they were asked to
select the information in order to ‘make the word problem easier to understand’
(determine whether the participants developed a SM).
Results.The participants successfully differentiated between the solving information
and the situational information.An interaction was also observed between the type of
information and the task.The mathematical ability of the participants was seen to have
an influence on the selection of situational information.
Conclusion.Understanding leads to the construction of two complementary
representation levels:the problem model and the situation model.
算术题byfifth年级学生理表示和信息背景选择.理解词的问题导致的不同表示的构建.一些级别指定所不可或缺的要素（问题解决模型,PM）和其他指定的代理商,行动和日常概念（情境模型,SM）的目的.通过对信息的选择,我们试图指定一个词的问题,在阅读理解问题的陈述了构造性质：导致表示两个互补的施工水平（pmand SM）或只有一个表示的构建（PM）?样品.九零一第五年级学生（平均年龄10岁9个月）参加了本研究分为两组,根据他们的数学ability.method.以及信息视为不可或缺的问题的解决（解决信息）,不同类型的信息（环境信息）被引入到标准字问题.在第一个任务中,参与者被要求选择信息以使字问题尽可能短（定位用于开发PM的元素）.在第二个任务,他们选择的信息,为了让这个词的问题更容易理解的（确定是否参加了SM）.结果.参与者之间的信息分化成功解决情境的信息.类型信息和任务之间也存在相互作用.参与者的数学能力被视为可以对情境information.conclusion选择的影响.了解导致两complementaryrepresentation水平建设：问题模型和情境模型.