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| 1 | 五年级小学生数学问题提出能力和观念的调查研究显示文摘近几年来,数学问题提出日益受到学者们的重视,然而中国小学生数学问题提出能力与观念之间关系的研究不是很深入,特别是数学问题提出能力的测量缺乏有效的评价指标.因此,构建一个有效的数学问题提出能力的评价体系,并在此基础上探究小学生数学问题提出能力和观念之间的关系就显得尤为重要.对辽宁省117名五年级小学生数学问题提出能力和观念的情况,及其二者之间的关系进行调查.调查结果表明:首先,大部分学生都能够提出正确的数学问题,而提出创新性的,复杂程度高的数学问题存在困难.同时,学生对学好数学问题提出,缺乏一定的信心.其次,学生的数学问题提出能力和观念之间存在较高的相关性. | 陈丽敏 景敏 Verschaffel Lieven Van Dooren Wim | 2013 | 数学教育学报2013，22，2： | 17 |
| 2 | 问题提出和问题解决之间关系的问卷调查显示文摘“ 问题提出” 近些年来引起了许多学者的重视,这些学者一致认为“ 问题提出” 是数学课程的重要组成部分,甚至是数学教学活动的中心.“ 问题提出” 在课程与教学上的最大作用是它能够促使学生成为更好的问题解决者.“ 问题提出”和“ 问题解决” 相互促进,同时,“ 问题解决” 能力的高低也影响“ 问题提出” 的水平.调查表明,中国四年级学生的问题提出能力和问题解决能力之间存在很大的关系. | 陈丽敏 Lieven Verschaffel 李雪梅 | 2004 | 数学教育学报2004，13，4： | 14 |
| 3 | Children' s use of subtraction by ad- dition on large single - digit subtractions 显示文摘 | Greet Peters Bert De Smedt Joke Torbeyns Pol Ghesquiere & Lieven Verschaffel | 2012 | Educ Stud Math2012，79，： | 1 |
| 4 | Working memory and individual differences in mathematics achievement: A longitudi- nal study from first grade to second grade显示文摘 | Bert De Smedt Rianne Janssen Kelly Bouwens Lieven Verschaffel Bart Boets Pol Ghesqui e re | 2009 | Journal of Experi- mental Child Psychology2009，103，： | 1 |
| 5 | Epistemic Dimensions of Students' Mathematics-Related Belief Systems 显示文摘 | Peter Op't Eynde Erik De Corte Lieven Verschaffel | 2006 | International Journal of Educational Research2006，45，12： | 1 |
| 6 | Pedagogical content knowledge: A systematic review of theway in which the concept has pervaded mathematics educa- tional research 显示文摘 | Fien Depaepe Lieven Verschaffel Geert Kelchtermans | 2013 | Teaching and Teacher Education2013，，34： | 1 |
| 7 | 'Accepting emotional complexity': A Socio-constructivist Perspective on the Role of Emotions in the Mathematics Classroom 显示文摘 | Peter Op'T Eynde Erik De Corte Lieven Verschaffel | 2006 | Educational Studies in Mathematics2006，63，2： | 1 |
| 8 | Influence of situational and conceptual rewarding on word problem solving显示文摘 | SATIAGO VICENTE JOSE ORRANTIA LIEVEN VERSCHAFFEL | 2007 | British J Edu Psychol2007，77，4： | 1 |
| 9 | Children's use of sub- traction by addition on large single-digit subtractions 显示文摘 | Greet Peters & Bert De Smedt & Joke Torbeyns & Pol Ghesquiire & Lieven Verschaffel | 2012 | Educ Stud Math2012，，79： | 1 |
| 10 | In- troduction显示文摘 | Lieven Verschaffel & Peter Bryant & Joke Torbeyns | 2012 | Educ Stud Math2012，，79： | 1 |
| 11 | The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: Evidence for a segmented linear model显示文摘 | Mirjam Ebersbach Koen Luwel Andrea Frick Patrick Onghena Lieven Verschaffel | 2007 | Journal of Experimental Child Psychology2007，，1： | 1 |
| 12 | The Relationship between Students’Problem Posing and Problem Solving Abilities and Beliefs:A Small-Scale Study with Chinese Elementary School Children显示文摘The goal of the present study is to investigate the relationship between pupils’problem posing and problem solving abilities,their beliefs about problem posing and problem solving,and their general mathematics abilities,in a Chinese context.Five instruments,i.e.,a problem posing test,a problem solving test,a problem posing questionnaire,a problem solving questionnaire,and a standard achievement test,were administered to 69 Chinese fifth-grade pupils to assess these five variables and analyze their mutual relationships.Results revealed strong correlations between pupils’problem posing and problem solving abilities and beliefs,and their general mathematical abilities. | CHEN Limin Wim VAN DOOREN Lieven VERSCHAFFEL | 2013 | Frontiers of Education in China2013，8，1： | 0 |
| 13 | Chinese Upper Elementary School Mathematics Teachers’Attitudes towards the Place and Value of Problematic Word Problems in Mathematics Education显示文摘Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum. | Xiaofang DUAN Fien DEPAEPE Lieven VERSCHAFFEL | 2011 | Frontiers of Education in China2011，6，3： | 0 |
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