A Study on the Difference of Math Word Problem Solving between Self-Reading and Assisted-Reading for Students with Low Mathematical Achievements - with Extraneous Information and Two-Step Test Formats as Example

• Main Authors: Chia-Ling Tsai, 蔡佳苓
• Other Authors: Shih-Yi Chan
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/71918286564174427999

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 94 === The main purpose of this study was to investigate the differences of math word problems solving between self-reading and assisted-reading for students with low mathematical achievements, and the word problems included extraneous information and two-step test formats. The subjects of this study were thirty students with low mathematical achievements of the second grade in Kaohsiung County. The subjects completed two word-problem tests in the ways of self-reading and assisted-reading. In this study, the main findings were as follows: 1. There were significant differences between the students with low mathematical achievements and the normal students in math word problem solving. 2. The correlations between scores of math word problems via self-reading and assisted-reading for students with low mathematical achievements were significant. 3. There were no significant differences between performance on the ways of math word problem solving via self-reading and assisted-reading. 4. The students’ performances between self-reading and assisted-reading were not different for both extraneous information and two-step test formats. 5. The main difficulties of math word problem solving for the students with low mathematical achievements were the problem representation and the problem integration. Finally, according to the results and conclusions, some suggestions for instructional application and future research were proposed.