| Summary: | 碩士 === 國立臺南大學 === 測驗統計研究所 === 94 === Pattern awareness is a new and important goal in mathematics education. The major purpose of this study is to develop the computerized mathematics pattern awareness test (MPAT) to investigate the related issues of students’ performances. There are two complexity levels (one factor and two factors) and three facets in MPAT (logic, number, and composite patterns). Three computerized learning assistive devices were also developed to investigate the intervention effects for students who did not perform well. Six hundreds and thirty two 6th and 7th graders were selected to take the MPAT. The correlation coefficients between MPAT and concurrent related variables (mathematics ability, spatial sense, working memory and school math are around) are around .5 to .6. There were around 59% 7th below the basic level. Only 7% students reach mastery level. In other words, the MPAT is too difficult for most of the 6th and 7th graders. There were significant differences between grades (5% variances accounted) on MPAT. The differences between the gifted students and normal class students were relatively large (29% variances accounted) on MPAT. The author suggested the MPAT can be considered as a supplemental instrument for screening mathematics gifted students. The intervention effect was significant. The differences between the experimental group and control group is substantial (11% variances accounted on MPAT). The result suggested most students do not have sufficient exploring experiences on mathematics patterns. The intervention effects of the computerized learning assistive devices on mathematics pattern awareness will be worth examining with a larger sample size.
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