The Features of Disciplinary Domain Knowledge Representation in Mathematics Learning of Grade One Students in the Junior High School

• 无 • Previous Articles Next Articles

The Features of Disciplinary Domain Knowledge Representation in Mathematics Learning of Grade One Students in the Junior High School

He Bofeng；Cai Xiaoyue

Department of Psychology, Institute for Adolescent Psychological Development & Education Institute, Guangzhou University

Received:2010-06-23 Online:2012-02-20 Published:2012-01-20
Contact: Cai Xiaoyue

初一学生数学学习的学科领域知识表征特点

何伯锋；蔡笑岳

广州大学教育学院心理学系；广州大学青少年心理发展与教育研究所

通讯作者: 蔡笑岳
作者简介:何伯锋，男，广州大学教育学院心理学系硕士研究生；蔡笑岳，男，广州大学教育学院教授，博士生导师
基金资助:
国家社会科学基金“十一五”规划教育学课题（BBA080049）和广州市人文社会科学（发展与教育心理学）重点研究基地项目

Abstract

Abstract: Disciplinary domain knowledge is composed of the scientific content knowledge, cognitive process knowledge and problematic condition knowledge. 529 seven grouders in junior high school were tested to investigate the representational feature of disciplinar

Key words: disciplinary domain knowledge, knowledge representation, disciplinary learning, mathematics

摘要： 学科领域知识由学理内容知识、认知过程知识和问题条件知识组成。本研究以529名七年级学生为被试，测查学生在数学学习中的学科领域知识表征特点，结果发现：（1）三种类型知识表征存在显著差异，学理内容知识表征水平最高，问题条件知识表征水平最低；（2）学优生的学科领域知识表征水平显著高于中等生和学困生；（3）认知过程知识表征、问题条件知识表征水平与数学学业成绩显著相关；（4）学生对学理内容知识重要性评价最高，问题条件知识最低。

关键词: 学科领域知识, 知识表征, 学科学习, 数学

CLC Number:

G442

He Bofeng；Cai Xiaoyue. The Features of Disciplinary Domain Knowledge Representation in Mathematics Learning of Grade One Students in the Junior High School [J]. .

何伯锋；蔡笑岳. 初一学生数学学习的学科领域知识表征特点[J]. .

[1]	LI Jiaxin, LUO Ruifan, FENG Hongmin, SI Jiwei. Peer Support and Secondary School Students’ Mathematics Learning Engagement: Evidence from Variable-Oriented and Person-Oriented Analyses [J]. Studies of Psychology and Behavior, 2022, 20(5): 629-636.
[2]	QIU Chen, NIU Meixin, ZHOU Xinlin, YANG Tao. The Relationship Between Fraction Magnitude Representation and Mathematics Achievement: The Mediating Role of the Conceptual Understanding of Fraction in Fourth-Grade and Seventh-Grade [J]. Studies of Psychology and Behavior, 2021, 19(5): 628-635.
[3]	ZHANG Li. The Relationship Between Executive Function and Early Achievement: The Mediating Role of Approaches to Learning [J]. Studies of Psychology and Behavior, 2021, 19(1): 52-58.
[4]	ZENG Tongao, BU Xiaoou, WANG Tingzhao, MA Hailin. Characteristics of Inhibition Control and Its Relation with Mathematics Ability in Children with Hearing Loss [J]. Studies of Psychology and Behavior, 2020, 18(4): 517-523.
[5]	WANG Lidong, LI Qian, LUO Liang. The Relationship Between Home-School Communication of Parents and the Participation of Primary Students to Mathematics Shadow Education [J]. Studies of Psychology and Behavior, 2020, 18(1): 67-71.
[6]	ZHANG Jiajia, LI Hongxia, ZHANG Mingliang, ZHAO Xiaomeng, SI Jiwei. Relationships Among Perceived Teacher Support, Math Self-efficacy and Mathematics Achievement for Primary School Students: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2019, 17(5): 644-651.
[7]	JIANG Shuyang, LIU Rude, ZHEN Rui, HONG Wei, JIN Fangkai. The Relationship Between Mindset and Mathematics Engagement Among Pupils: The Mediating Roles of Perceived Academic Control and Expectancy [J]. Studies of Psychology and Behavior, 2018, 16(4): 490-496.
[8]	Liu Di. A Study on the Problem Representation of the Mathematical Problem-solving of Children with Mathematics Disabilities with and without Comorbid Reading Disabilities [J]. Studies of Psychology and Behavior, 2018, 16(4): 497-504.
[9]	WANG Yehui, ZHANG Yingbin, XIN Tao. The Effect of Parent's Educational Aspirations on 4^th-grade Student's Mathematics Achievement: Analysis of the Multiple Mediating Effects [J]. Studies of Psychology and Behavior, 2018, 16(1): 96-102.
[10]	Kang Yueyuan, Zhang Nan, Wang Guangming, She Wenjuan, Liu Yanyun. A Research on the Influence Paths of Mathematics Achievements of Highly Effective Mathematics Learners in High School [J]. Studies of Psychology and Behavior, 2016, 14(3): 352-359.
[11]	Wang Guangming, She Wenjuan, Wang Zhaoyun. The Questionnaire Design of Mathematics Metacognition Level for High School Students [J]. Studies of Psychology and Behavior, 2016, 14(2): 152-161.
[12]	Chai Xiaoyun, Gong Shaoying. The Development of Questionnaire on Perceived Mathematics Teacher Support for Middle School Students [J]. Studies of Psychology and Behavior, 2013, 11(4): 511-517.
[13]	Cheng Li；Dou Diya；Feng Chao；Qi Chunxia；Martin Valcke. The Relationship between Learning Motivation and Mathematics Literacy of 11-year-old and 15-year-old Students [J]. , 2013, 11(1): 84-89.
[14]	Feng Hong1, Yin Guo′en1,2, An Rong3. RELATIONSHIP BETWEEN ALGEBRA WORD PROBLEM CATEGORIZATION AND MATHEMATICS SCORE [J]. , 2007, 5(2): 135-138.
[15]	Zhang Yongmei. DEVELOPMENT OF THE MATHEMATICS SELF-EFFICACY SCALE FOR JUNIOR HIGH SCHOOL STUDENTS [J]. , 2007, 5(1): 31-35.