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    Title: 國小六年級學生解一致性語言及不一致性語言數學文字比較題之研究
    Other Titles: A study of solving the arithmetic word problem with consistent language and inconsistent language for the sixth grade students
    Authors: 陳玟樺;Chen, Wen-hua
    Contributors: 淡江大學教育心理與諮商研究所碩士班
    李麗君;Li, Li-chun
    Keywords: 數學文字比較題;一致性語言;不一致性語言;國小六年級學生;mathematics word comparison problems;consistent language;inconsistent language;the sixth grade students
    Date: 2008
    Issue Date: 2010-01-11 00:08:33 (UTC+8)
    Abstract: 本研究旨在探討國小六年級學生解一致性語言及不一致性語言數學文字比較題之情形,並進一步分析其差異以及數學文字比較題回答錯誤可能之原因。本研究的研究對象是國小六年級學生,研究工具為自編數學文字比較題測驗,所得資料以描述性統計、相依樣本t檢定、單因子變異數分析等統計方法進行分析。歸納研究結果如下:
    壹. 在各類數學文字比較題題型中,三個量數且為乘除數學運算之兩次不一致性語言之題目答對率最低。
    貳. 國小六年級學生在一致性語言、不一致性語言之數學文字比較題回答錯誤原因為計算能力不熟練或分數倒置問題及語意困難,且因語意困難回答錯誤情形較計算能力不熟練或分數倒置問題回答錯誤情形高。
    參. 國小六年級學生以關鍵字法解題時,在加減運算之一致性語言或不一致性語言數學文字比較題中,其採用的運算符號均會與題目中的關鍵字相符;在乘除運算之一致性語言或不一致性語言數學文字比較題中,其均採用乘法為題目之運算符號。
    肆. 比較國小六年級學生在回答相同量數、相同數學概念運算之一致性語言、不一致性語言之數學文字比較題時,其結果均顯示達到顯著差異。其中不一致性語言皆比一致性語言之數學文字比較題較為困難,並以三個量數且為乘除數學運算時,兩次不一致性語言之數學文字比較題最為困難。
    根據研究結果,本研究提出對國小六年級數學文字比較題在教師教學的建議。
    This study is to explore the arithmetic word problem with consistent language and inconsistent language, to analyze their difference, and to discuss the possible reason performing wrong answers for sixth grade students.
    The sixth grade students were selected for this study. The instrument was a test for different types of arithmetic compare word problems. This result was analyzed by Descriptive Statistics, t-test, and one-way ANOVA.

    The conclusions of this study were as below:
    1. The questions concerning the three variables with multiplication and division of twice inconsistent language were least correctly.
    2. To cause applying wrong answers in consistent language and inconsistent language arithmetic compare word problems were due to the weak calculation ability, reciprocated fraction, and the difficulty of understanding.
    3. When the sixth grade students used the key word to solve the consistent and inconsistent language arithmetic word problems, the mathematical symbols would match with the key words in the addition and subtraction calculations. However, in the multiplication and division calculations, they would just use the multiplication symbol.
    4. While the sixth grade students solved any type of arithmetic word problems, the result all showed the significant differences; inconsistent language arithmetic word problem was more difficult particularly; in three variables especially with multiplication and division, the twice inconsistent language arithmetic compare word problem was the most difficult.

    According to this result, the suggestions for teachers’ teaching in arithmetic word problem were provided.
    Appears in Collections:[教育心理與諮商研究所] 學位論文

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