| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 95 === The purpose of this study is to investigate the performance regarding translation of verbal numeral and Arabic number from third- and fourth-grade elementary school students.
The participants are the 667 students out of 13 schools selected from more than 1.3 million students by stratified random sampling in central Taiwan. Self-made paper test is used to understand students’ leaning situation and mistake type of translation of verbal numeral and Arabic number. Moreover, the difference is compared between the third- and fourth-grade students in translation of verbal numeral and Arabic number.The results of the study are as following:
In the aspect of verbal numeral translating into Arabic number:
Firstly, the general grammatical mistake is divided into three types according to the ways students deal with unit words: divided unit words, plotted unit words, and ignored unit words.
Secondly, the idea that structural difference of linguistic system of memorizing numbers will influence students’ manipulation toward figure is repeatedly confirmed.
Thirdly, different sensatory stimulation will influence students’ translation of verbal numeral. Eyes are helpful to understanding many zero slightly reads. Ears are helpful to position-name slightly reads.
Fourthly, the students’ performance toward Arabic number with zero is quite bad.
In the aspect of Arabic number translating into verbal numeral:
Firstly, According to the ways the students deal with unit words and zero, general grammatical mistakes are divided into three strategies: ignored strategies, plotted ones, and slightly-zero strategy.
Secondly, regardless of whether Arabic number is translated regular numeral to irregular one, some students fail to correctly translate the relationship of relative location in Arabic number systems into word group in Chinese number system.
Thirdly, because early approaching fewer figures or the number with zero in the right side, students deal easily with them.
In the aspect of the difference in translation of verbal numeral and Arabic number in different grades:
The performance of the fourth-grade students in the test, all kinds of verbal numeral, and all types of questions is better than the third-grade students, showing age is influential to students’ translation of verbal numeral and Arabic number.
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