A fejben szorzás stratégiáinak vizsgálata 10-12 éves tanulók körében
  • Metaadatok
Tartalom: https://doktori.bibl.u-szeged.hu/id/eprint/10920/
Archívum: SZTE Doktori Értekezések Repozitórium
Gyűjtemény: Tudományterületek = Bölcsészettudományok: Neveléstudományok
Típus = Disszertáció
Cím:
A fejben szorzás stratégiáinak vizsgálata 10-12 éves tanulók körében
Létrehozó:
Vígh-Kiss Erika Rozália
Dátum:
2021-11-26
Téma:
05.03.01.01.04. Iskolai oktatás
Tartalmi leírás:
The present research deals with the examination of one of the basic skills, numeracy, including multiplication strategies in the mind. In the six studies presented in the dissertation, we aimed to create a paper-and-pencil-based measuring device. With the help of the Multiplication Strategies Test, the research area that has not been studied among Hungarian students so far can be mapped, the use of multiplication strategies in mind during calculation. The test was developed to examine the development of the numeracy skills of 10-12 year old students. The test can be used to filter out students' counting errors in the head during multiplication, and to further develop students' counting skills based on error patterns. In dissertation we describe the process of test development, the statistical analysis of the test. We present the results of the measurement system consisting of six tests and the development experiment, the strategies used by the examined students, rational errors. Among the Hungarian research methods, the ocular camera examination used during the first measurement is a rarity. In multiplication problems that can be solved by mental arithmetic, 10–18-year-olds used at least five different strategies: counting, fact-based, place-based, and wholistic strategy. We found significant differences between the performance of individual schools, grades and classes. We can conclude that the teaching of computational strategies should be continued in the upper grades, similar to the teaching of reading strategies (cf. Józsa & Józsa, 2014). Fifth study included a one-month, content-embedded development conducted in math classes. The effect of the development was also detectable during the delayed post-measurement. It is advisable to teach students several counting strategies. Students who participate in the explicit teaching of multiplication strategies perform better on the Multiplication Strategies post-test than their non-development peers.
Nyelv:
magyar
magyar
angol
magyar
Típus:
Disszertáció
NonPeerReviewed
Formátum:
application/pdf
application/pdf
application/pdf
Azonosító:
Vígh-Kiss Erika Rozália A fejben szorzás stratégiáinak vizsgálata 10-12 éves tanulók körében. [Disszertáció]
Kapcsolat: