| Summary: | 碩士 === 國立台北師範學院 === 數學暨資訊教育學系(含數學教育碩士班) === 93 === The main purpose of this study is to investigate the area concept of the sixth grade pupils in Taipei district who study the Nine-Year Integrated Mathematical Curriculum which printed in 2000.The second purpose of this study is to compare the difference of the performance of the area concept between the children who use the Math textbook which printed in 2000 and the children who use the Math textbook which printed in 1975 and 1993.According to the analysis of data, the results and findings of this research are stated as follows:
1. The performance of the area concept of students.
(1). About 30% sixth grade pupils can distinguish the graphs that have area by “closure property”. About 50% sixth grade pupils think that irregular graphs have no area.
(2). About 90% sixth grade pupils have conservation concept of area.
(3). When the unit of square is one square centimeter, about 70% sixth grade pupils can counting correct. But when the unit of square is not one square centimeter, the success rate is decrease to 40%.
(4). The success rate of sixth grade pupils is 80% to 90% when provide them the unit of square. The success rate is 70% when they must chose the unit of square by themself. The success rate is 30% when the unit of square decreasing length to half.
(5). Graphical representation is easier than word problemes when unit of area change. Fundamental form is easier than mix form when measuring area.
(6). There are differences between graphs when distinguish the height of the graphs. The success rate of trapezoid and parallelogram is about 80%, the success rate of triangle is about 50%
(7). Measurement of surface area is difficult, the success rate is about 40%. Graphical representation is easier than word problems, the success rate is from 40% to 20%.
(8). The success rate of the area estimation is about 30% to 50%, and area estimation will be easier when object is appear.
2. Compare the difference of the performance of the area concept between the children who use different Math textbook.
(1). The sixth grade pupils who study the Nine-Year Integrated Mathematical Curriculum which printed in 2000 perform better on “comprehension questions” and “analytical questions” than pupils who studied the Math textbook which printed in 1975 (previous version edition). The success rate of the sixth grade pupils who study the Nine-Year Integrated Mathematical Curriculum which printed in 2000 is higher obviously when dealing with the higher level questions.
(2). The sixth grade pupils who study the Nine-Year Integrated Mathematical Curriculum which printed in 2000 perform better on any area concept than pupils who studied the Math textbook which printed in 1993 (previous version edition). But the success rate of both of them on estimation concept of area is about 50%, it indicates that both of their ability of estimation is insufficient.
At last, based on the above findings, some recommendations are provided
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