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| Title: | 以磁振造影研究探討青少年數學應用題解題之神經機制
Neural Mechanisms of Arithmetic Word Problem Solution in Adolescence |
| Authors: | 張葶葶 |
| Contributors: | 心理系 |
| Keywords: | 功能性磁振造影;解題思考;數學應用題;發展;青少年;數學認知
functional MRI;problem solving;word problem;development;adolescence;math
cognition |
| Date: | 2022-01 |
| Issue Date: | 2025-05-28 14:07:04 (UTC+8) |
| Abstract: | 在青春期時，大腦發展歷經重要的轉變，這樣的轉變不僅起自青少年自身荷爾蒙的變化，也受到課業壓力急遽增加等外在因素的影響，這些因素造成其認知發展處於相當特殊的階段。然而，過去文獻中發展的研究卻多注重探討兒童，對於青少年皆未能側重。
在各階段的教育中，數學應用題是一種經常被使用來檢驗學生數學能力的學習教材，數學應用題的解題能力能夠預測未來許多更高階的數學學習能力，例如線性代數等，然而，這類題型也是學生備感困擾的學習內容，不論是理解題目的意思、建構出相對應的數學概念、解題運算等都具備難度，這樣的解題歷程相當仰賴前額葉與個體的中央執行功能，這些相關的神經機制都在青少年階段歷經非線性的重要變化。儘管過去研究已嘗試探討成人閱讀數學應用題的行為與神經機制，然而目前對於這些機制如何發展出來的了解則相當有限。
有鑑於此，本研究提出三年期計畫探討青少年進行數學應用題解題時的大腦運作機制。在三年的實驗中，本研究將操弄數學應用題型之語意、理解、及語法，來探討青少年閱讀數學應用題的解題歷程，並使用磁振造影分析技術檢驗前額葉與其他區域所形成之神經迴路來探討前額葉與執行功能如何幫助個體理解數學應用題型。透過行為與腦造影的整合，本研究不僅將協助釐清認知發展與學習的機制，期望未來可由神經科學的觀點提供教學取材的依據。
Pubertal stage is thought to be a paradoxical period of development when fundamental building blocks of problem solving are established, but functional and structural maturation of the brain is not yet complete (Blakemore, 2012; Luna, 2004). During this stage there is a unique effect of transient engagement on brain processes when performing school-taught cognitive task, such as mathematics (Chang, Metcalfe, Padmanabhan, Chen, & Menon, 2016), possibly due to the dramatically increase of scholarly demands. However, still very limited is known about the neural mechanisms of problem solving skills in adolescents, as previous endeavor had focused on primary school children.
One of the materials that is viewed as assays of students’ problem-solving skills is arithmetic word problem solution, a pedagogical practice wherein problems are presented in the manner of verbal narrative rather than numerical notation . This type of presentation is one of the most commonly used materials in school curricula for teaching students to transfer mathematical knowledge into real-world contexts (National Mathematics Advisory Panel, 2008). Despite the ubiquity of this practice, more than a quarter of students globally struggle to solve even the simplest word problems involving whole numbers. Word problem proficiency has also been shown to be related to subsequent success in learning higher level mathematics skills, including algebra that is taught in high school . Despite that good intentions had been made to investigate cognitive mechanisms and behavioral performance of arithmetic word problem solving, still very little is known about its underlying neural correlates and how they drive individual differences in behavioral performance.
To address these unanswered questions, we propose a three-year plan to investigate the neural responses of adolescents solving arithmetic word problems. In addition to adolescents, children and adults data will also be collected to track the developmental progression across adolescence. In the first grant year, we will focus on examining the effect of individual differences in fronto-insula-parietal circuits on arithmetic word problem contrasting with parallel word problem without mathematical model. In the second grant year, we will investigate word problem comprehension using Compare Problems and contrast consistent and inconsistent problems descriptions. The last grant year will focus on syntactic processing of arithmetic word problem with active and passive sentence tense. Coupling with advanced fMRI image analysis techniques, our proposed project will provide essential knowledge about the neurofunctional and neuroanatomical substrates of cognitive development that may not be apparent from behavioral studies alone, as understanding these neural mechanisms can contribute to the enhancement of teaching methods and instruction design. |
| Relation: | 科技部, MOST108-2410-H004-101-MY2, 108.08-110.07 |
| Data Type: | report |
| Appears in Collections: | [心理學系] 國科會研究計畫
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