國小學童統計圖理解之探究-以二、三、四、五年級為例

• Main Authors: Tsai Pei-Chen, 蔡佩真
• Other Authors: 陳幸玫
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/996f6b

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 97 === The purpose of this study is to explore the graph comprehension towards statistical graphs performed by the second, third, forth, and fifth grades students. In the research, the graph perceptions - visual decoding, judgment task, context, presented by Friel, S. N., Curcio, F. R., and Bright, G. W. in 2001, two types of questions - reading the data, reading between the data, presented by Curcio, F. R. in 1987, and four types of statistical graphs - pictograph, bar graph, line graph, and pie graph was adopted to design a questionnaire. This study was implemented with a quantitative analysis. In order to carry out the research, a questionnaire had been designed. The students studying the second, third, forth, and fifth grades in 18 elementary schools in Taipei and Taoyuan area were chosen as research targets. The result of item analysis and reliability analysis showed that this questionnaire has the good internal consistency reliability, and set out the good expert validity and the content validity. The results of Two-factor mixed design ANOVA illustrate that in terms of “graph perceptions”, the students of the second, third, forth, and fifth grades were better at visual decoding, than visual decoding and context, and than visual decoding, judgment task and context; in each graph perception, the fifth grade were better than the fourth grade, than third grade, and than the second grade. In terms of “types of questions”, the students of the second grade performed better in reading the data than in reading between the data, and the students of the third, fourth, fifth grades performed better in reading between the data than in reading the data; in each type of question, the fifth grade were better than the fourth grade, than third grade, and than the second grade. In the terms of the types of statistical graphs, the students of the second grade performed better in pictograph than in pie graph, than in bar graph, and than in line graph, and the students of the third, fourth, fifth grades performed better in pictograph than in pie graph, than in line graph, and than in bar graph. According the results of research, we suggest that: 1.the program of pictograph can be arranged at the second grade; 2.the program of pie graph can be arranged at the second grade; 3. enhance the ability of the fourth grade students to analysis the reading between the data questions in statistical graph; 4.the program of statistical graphs connected with other subjects can be arranged at the fifth grade.