摘要(英) |
From the elementary school to the senior high school, the mathematics course has the important role in the school education. It is one of the main courses which must be studied for every grade level and is also the course which most students feel difficult and discouraged. However, the importance of mathematical education should not be ignored and keep in mind for any educator.
According to the author’s experiment of teaching mathematics, the data collection of this research is based on high-school student’’s family structure, background, interest, and so on. The statistical methods, like the Pearson chi-square test and the log-linear model are employed to analyze the factors that affect the mathematics achievement.
The results show that student’’s background is related to the first semester’’s mathematics achievement only, but is not apparently in connection with next semester’’s mathematics achievement. And the motivation of studying mathematics will affect the mathematics achievement significantly.
|
參考文獻 |
一、中文部份
1.劉應興編譯,類別資料分析導論,華泰書局,台北市,民國92年。
2.洪志成等,教學原理,麗文文化公司,高雄市,民國89年。
3.張春興,教育心理學—三化取向的理論與實踐,東華書局,台北市,民國90年。
4.吳明隆、涂金堂,SPSS與統計應用分析,五南圖書,台北市,民國96年。
5.王枝燦,「家庭結構對青少年子女學習成就之影響」,國立政治大學,博士論文,民國98年。
6.游俊雄,「臺灣高中生數學成就及其相關因素之探討」,國立中央大學, 碩士論文,民國96年。
7.葉和滿,「家庭背景、學習態度、與學習成就之相關性-結構方程模式 之分析途徑」,國立成功大學,碩士論文,民國97年。
8.王財印,「國民中學導師背景因素、期望水準與管教態度對學生學業成究影響之研究」,國立高雄師範大學,碩士論文,民國81年。
9.林士弘,「國中複習考對基測成績及登記分發落點預測模型之研究-以台北市H國中為例」,東吳大學商用數學系,碩士論文,民國97年。
10.黃恆,「影響學習的環境因素」,載於賈馥茗等,教育心理學,台北:國立空中大學,民國84年。
11.張罄文,「國民中學三年級學生學習動機與學業成就之研究--以數學領域為例」,國立彰化師範大學,碩士論文,民國97年。
12.黃如妤,「台中市國中學生數學學習態度與數學學習成就之相關研究」,國立彰化師範大學,碩士論文,民國97年。
13.龔玉春,「國小教師認知教學策略與學生數學成就, 數學自我效能之相關研究」,國立屏東師範學院,碩士論文,民國92年。
14.林美惠、郭秋勳,「教師轉型領導對大學生學習動機及學業表現影響之個案研究」,明道學術論壇,2(1),45-64,民國95年。
15.許斯琪、郭重吉,「數學教師降低國中學生數學焦慮之行動研究」,國立彰化師範大學,碩士論文,民國91年。
二、英文部份
1.Agresti, A. (2006). An Introduction to Categorical Data (2nd edition), New York: Wiley.
2.Agresti, A. (2002), Categorical Data Analysis (2nd edition), New York: Wiley.
3.Sewell, W. H., and Hauser, R. M. (1976), “Causes and Consequences of Higher Education : Modes of the Status Attainment Process”. In W. H. Sewell, R. M. Hauser, and D. C. Featherman (ed.), “Schooling and Achievement in American Society”, 9-28, New York: Academic Press..
4.Toumasis, C. (2004), “Cooperative study teams in mathematics classrooms. International Journal of Mathematical Education in Science and Technology”, 35(5), 669-679.
5.Cawley, J. F., and Miller, J. H. (1989), “Cross-sectional comparisons of the mathematical performance of children with learning disabilities: Are we on the right track toward comprehensive programming?” Journal of Learning Disabilities, 23, 250-254, 259.
6.Townsend, M. A. R., Wilton, K. M., and Vakilirad, T. (1993), “Children’s attitudes toward peers with intellectual disability”, Journal of Intellectual Disability Research, 6, 83-88.
|