报告题目：The Study of Relational Understanding in Multiplicative Concept Field of Gifted Students in Taiwan (台湾英才学生乘法概念域关系性理解之探讨)
报告人：刘祥通 教授
主持人：李淑惠 博士
报告时间：2020年07月01日周三下午15:30-17:00
报告地点/形式：线上报告（钉钉平台）
报告人简介：
刘祥通是台湾嘉义大学数理教育所教授，美国曼菲斯大学课程与教学博士（主修数学教育）。他的方向与成果主要包括：1、从数学写作探讨中小学生的数学概念发展；2、学生（资优生）的数学解题表现；3、教师的布题（资提问）教学；4、专书：分数与比例问题的解题分析-从数学提问教学的观点等。曾任嘉义大学特聘教授（2010-2013），也曾担任以下行政兼职：数学教育系主任与所长（1998-2002）、师资培育中心主任与实习教育辅导处处长（2007-2009）、数理教育所所长（2010-2014）。
报告摘要：
Multiplicative concept field (MCF) is a large area, which is related to problems such as multiplication, division, fractions, decimals, percentage, rate, ratio, and proportion. Based on some research findings, most students master in procedure knowledge, rather than conceptual knowledge in MCF at Elementary school level. Gifted students chosen from elementary schools and confirmed by the local government are elites and well-cultivated. Thus, whether gifted students’ relational understanding on MCF have completely developed deserves further concerns by math educators and the teachers of gifted students.
To evaluate students’ relational understanding, the research designed tasks which computational sentences were given to and students were invited to pose math application problems to fit in those sentences. They were also invited to draw diagrams and make statements of quantitative relationships for those computational sentences. These evidences were adopted as valuable resources to judge and triangulate students’ multiplicative concepts.
This study invited 16 gifted students at the fifth or sixth grades from two Elementary schools. Most of them study extra math classes outside of their schools. However, this study showed that gifted students’ relational understanding in MCF has not completely developed if we judged them from their problem posing performance, the diagrams that they had drawn, and the quantitative relationship that they had stated. Consequently, research opportunities and teaching implications will be suggested from the research findings.
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