關係子題及線圖對國小數學低成就學生理解比較型文字題之影響

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姓名

吳青展(Ching-Chan Wu) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

關係子題及線圖對國小數學低成就學生理解比較型文字題之影響
(Effects of Relative Subproblem and Line Diagram on Mathematics Underachievers’ Comprehension of Compare Problems.)

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摘要(中)

本研究旨在探討「關係子題」與「線圖」對國小三年級數學低成就學生（依不同工作記憶問題，可分為語意記憶困難型、視覺空間困難型）理解比較型文字題中難度最高「參照量未知」題之助益。研究過程包含兩階段，第一階段透過「基礎數學概念評量」、「語文工作記憶測驗」、「視空間工作記憶作業」三項篩得41名語意記憶困難數低生及57名視覺空間困難數低生；第二階段兩類數低生均須接受研究者參考葉雪梅（民79）實驗材料所改編之「原始參照量未知題」、「附加『綜合關係子題』參照量未知題」、「附加『線圖』參照量未知題」等三份試題。結果主要有三點發現：（一）工作記憶為一可區分數學低成就群體之關鍵認知特質；（二）綜合關係子題對語意記憶困難數低生最具促進理解之效；（三）線圖對視覺空間困難數低生最具促進理解之效。最後，基於研究結果及限制，針對學術、實務兩個面向提出具體建議。

摘要(英)

The purpose of this study is to discuss the effectiveness of “relative subproblem” and “line diagram” on mathematics underachievers’ comprehension of “unknown reference set problems”, which are the most difficult compare problems.
98 third-graders children were recruited from 8 elementary schools in Taoyuan City, and divided into 2 groups by their working memory difficulty: representation or retrieval of arithmetic facts from semantic memory (N=41); visuospatial representation of numerical information (N=57).
The process of this study includes 2 stages. At stage 1, all participants were divided into 2 groups via completing “Basic Math Concept Test” (Ko, 1999), “Working Memory Test” (Tzeng, 1999), “Visuospatial Working Memory Tasks” (Chen, 2004); at stage 2, they had to finish 3 types of unknown reference set problems, referred to the experimental materials of Yeh’s study (1990).
The major findings of this study are as follows: (1) Working memory is a critical cognitive component that can distinguish mathematics underachievers. (2) “Integrative Relative Subproblems” have great effectiveness on mathematics underachievers with the difficulty of representation or retrieval of arithmetic facts from semantic memory. (3) “Line Diagram” have great effectiveness on mathematics underachievers with the difficulty of visuospatial representation of numerical information.
Lastly, this study provides recommendations on academic and practical perspectives according to the study results and its restriction.

關鍵字(中)

★ 關係子題
★ 線圖
★ 數學低成就學生
★ 比較型文字題
★ 工作記憶

關鍵字(英)

★ relative subproblem
★ line diagram
★ mathematics underachiever
★ compare problem
★ working memory

論文目次

第一章緒論..............................................1
第1節研究背景與動機....................................1
第2節名詞定義.........................................3
第二章文獻探討..........................................5
第1節數學低成就學生之特質...............................5
第2節比較型文字題之理解................................7
2.1 比較型文字題的解題歷程............................7
2.2 比較型文字題語句結構對理解之影響..................19
2.3 線圖策略對理解之影響.............................29
第3節工作記憶理論模型.................................32
第三章研究方法.........................................47
第1節研究目的........................................47
第2節研究對象........................................47
第3節研究設計........................................47
第4節研究工具........................................48
第5節研究程序........................................51
第6節資料分析........................................52
第四章結果與討論........................................54
第1節前測篩選結果.....................................54
第2節正式研究結果.....................................56
2.1 描述統計........................................57
2.2 二因子混合設計分析...............................57
2.3 單因子重複量測..................................59
2.4 列式答題分析....................................61
第3節綜合討論........................................65
第五章結論與建議........................................67
第1節結論............................................67
第2節限制............................................68
第3節建議............................................69
參考文獻................................................70
附錄一葉雪梅（民79）之實驗材料...........................75
附錄二語文工作記憶測驗答案紙.............................77
附錄三視空間工作記憶作業答案紙...........................79
附錄四正式研究材料......................................86
附錄五正式研究指導語....................................92
附錄六語文工作記憶測驗使用同意書.........................93
附錄七視空間工作記憶作業使用同意書........................94
附錄八參與研究家長同意書.................................95

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指導教授

柯華葳

審核日期

2016-7-29

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