Concept Structure Analysis of Number and Quantity for Second Graders based on Fuzzy Approach of Interpretive Structural Model

• Main Authors: Hui-Fang Hsu, 許惠芳
• Other Authors: Yuan-Horng Lin
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/51554011575272334054

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 96 === The purpose of this study is to use fuzzy approach interpretive structural model (FAISM) in analyzing concept structure of mathematics indicators on number and quantity for second graders. This method integrates algorithm of fuzzy logic model of perception (FLMP) and interpretive structural model (ISM). The combined algorithm of this integrated model could analyze the individualized concept structure based on the comparisons with expert. There are totally 979 second graders in this study. The paper-pencil test on number and quantity is designed by the researcher. By using the FAISM software, we can get the diagram of individualized concept structure. The results of this study are as follows. 1.Examinees with different ability own varied ISM diagrams. 2.Examinees with the same total score but different response patterns own varied ISM diagrams. 3.Examinees of different clusters own varied ISM diagrams. 4.The similarity coefficients of ISM diagrams are both significantly different among examinees of different clusters and different ability. 5.Based on the comparisons with expert, examinees of different clusters and different ability have significantly different similarity coefficients. The results of this study can be provided as the references for cognition diagnosis, remedial teaching and courses design. At last, based on the findings and results, some suggestions and recommendations for future research are provided.