| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === The major findings of this study were summarized as follows:
1. Whatever the kind of representation translation, the correct ratio of the discrete quantity with lots of independent quantity is lowest. The result reveals that the situation of the discrete quantity with lots of independent quantity is the most difficult for children.
2. Except the translation of symbolic representations to manipulatable models as well as the translation of spoken languages to symbolic representations, the correct ratio of two-dimensions is higher than that of one-dimension when referring to the continuous quantity.
3. There is slight difference between symbolic representations with spoken languages in the decimal circumstance, because some children tend to utter the numbers behind the decimal point as the integer.
4. The difference between the third and the fourth grade is higher than that between the fifth and sixth grade when referring to the translation of picture representations to spoken languages as well as the translation of manipulatable model to symbolic representations.
Keyword: decimal concept, representation, translation, discrete quantity, continuous quantity
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