國小學生普遍在數學文字題上解題表現欠佳。學生解文字題失敗的原因大多是不了解題意在問什麼，以致於解題的目標也不明確，學生通常只看到表面的資訊，尤其是抓出關鍵字就去進行運算；在冗長的題目敘述中，學生不容易抓出重點，沒有深入到題目的核心，而過去加強閱讀理解的相關研究，大多是以紙本反覆練習，容易造成學習動機上的低落。 因此，本研究設計了縮寫活動，藉此提升學生在數學文字題的理解能力，並加入了雙人對戰的機制，希望可以增加學生的學習動機。實驗研究以桃園市某國小四年級兩班學生為研究對象，分為實驗組(以電腦進行縮寫遊戲)及控制組(以紙本方式進行縮寫)。在評量方面，本研究在縮寫活動進行前、後分別實施文字題閱讀理解測驗以及數學學習動機問卷，分析前、後測以了解活動是否有提升學生在文字題上的理解能力和數學學習動機。 在進行分析後，發現實驗組在閱讀理解測驗和數學學習動機問卷上，表現均優於控制組，表示以電腦輔助進行縮寫遊戲對於閱讀理解與學習動機皆有正向的幫助。此外，實驗中發現學生對於多餘資訊在句首、句中表現得比多餘資訊在句尾好，代表學生在語意結構上掌握度還不高。因此，本研究進一步設計了數學文字題擴寫遊戲，希望能夠幫助學生在語意結構上多思考；並藉由縮寫與擴寫，讓學生在數學文字題上有全面性的了解。 ;Elementary school students often demonstrate poor performance in solving mathematics word problems. The reason for such a phenomenon might be because most of these students do not understand the meaning of the problem, as well as the goals for problem solving. Students usually only solve the problem with surface information and keywords. In addition, for the description of long problems, the students cannot catch the key point easily without going deep into core of the problem. On the other hand, most previous studies emphasized on reading comprehension, which concerned about the paper-based drill-and-practice. Such an approach might lead to low motivation in learning. Therefore, this study designed a gamming activity, which applied one-on-one battle mode for shortening mathematical word problems, to enhance students′ understanding of mathematical word problems and increase their learning motivation. The subjects of this study were two classes of grade four students in Taoyuan City. The subjects were assigned to an experimental group (used computer) and a control group (used paper-based approach). A pre-test and a post-test including word problem reading comprehension test and mathematics learning motivation questionnaire were conducted before and after the experiment. The pre-test and post-test were analyzed to verify whether the activity enhanced students′ abilities to understand the mathematical word problems and mathematical learning motivation. The results showed that the performance of the experimental group was better than the control group in terms of reading comprehension and mathematics learning motivation. It might imply that the computer-based word problems shortening game brought positive effects on reading comprehension and motivation. In addition, the location of redundant information also influenced students’ performance. More specifically, students performed better with redundant information located in the front and middle parts of a problem than that located in the tail part of a problem. Such a finding might imply that students were not familiar with the semantic structure of word problems. Therefore, we further designed a model for expanding word problems to help students think on the semantic structure of word problems. We hoped students can gain comprehensive understanding about the meaning of mathematical word problems by applying the shortening and expanding model.
