| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 88 === The purpose of this study was to investigate the problem-solving-performance on multiplication-word-problem of the six-grade-pupils in the elementary school under the following situational models (part/whole, multiple compare, multiple change and rate), number (decimal and fractional values) and number types(the multiplier values bigger /smaller than 1) . Moreover, it also compares the different performance between the pupils in the faraway areas, town areas and urban areas. The instrument was a paper-and-pencil test consisting of 40 one-step questions constructed by the author. The subjects were 186 pupils from six classes of six-grade in three schools sampling from the faraway areas, town areas and urban areas in Chiayi.
The major conclusions of this study were as follows:
1.The problem-solving performance of the faraway areas pupils in Chiayi County was significantly worse than the pupils in the town and urban areas. Nevertheless, the performance was not significantly different between the pupils of the town and urban areas.
2.In the decimal value problems, the pupils’ performance in part/whole was significantly worse than the multiple compare, multiple change and rate. However, there was not significantly different among the latter three situational model problems.
3.In the fractional value problems, the pupils’ performance in multiple change problems was significantly worse than the rate and multiple compare problems, but the performance among the part/whole, multiple compare and rate problems was quite the same.
4.In the decimal value problems, the six-grade-pupils’ performance better if the multiplier values bigger than one. Nevertheless, in fractional value problems, the performance was not significantly different no matter the multiplier values bigger or smaller than one.
5.Under the situational models of multiple compare and multiple change, the pupils’ performance in decimal value problems was significantly better than the fractional value problems. Under the situational models of part/whole, the pupils’ performance in fractional value problems was significantly better than the decimal problems. Under the situational model of rate, the performance was quite the same of the fractional and decimal value problems.
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