| Summary: | 碩士 === 國立臺南大學 === 數學教育學系碩士班 === 98 === The purpose of this study is to explore the correlation between mathematics-word-problem solving performance and reading comprehension of the 5th-grade elementary school students。
The method of this study is questionnaire survey .The subjects of this study include 122 5th-graders from four classes at one elementary school in Tainan County. There are two study instruments in this study：「Mathematics-Word-Problem Solving Performance Test」and「Reading Comprehension Test」。
All the collected data carries on the descriptive statistics first by the spss statistics software and then applies methodology of statistics such us “Pearson correlation analysis” and “Independent T-test”. The results of this study are stated as follows:
1.About the overall components performance of mathematical-word-problem solving of the 5th-grade elementary school students , among them,the performance of“problem integration” brings about the best achievement. Others are “problem translation”,“solution planning ＆ monitoring”, and “solution execution” in descending score order.
2. There is significant correlation among whole performance of mathematical-word-problem solving and reading comprehension of the 5th-grade elementary school students.
3. There is significant correlation among overall components performance of mathematical-word-problem solving and reading comprehension of the 5th-grade elementary school students.
4. There are significant differences in whole performance of mathematical-word-problem solving of the 5th-grade elementary school students between different reading comprehension degrees.
5. There are significant differences in overall components performance of mathematical-word-problem solving of the 5th-grade elementary school students between different reading comprehension degrees.
6. There aren’t significant differences in mathematical- word-problem solving performance of the 5th-grade elementary school students between different genders.
7. There aren’t significant differences in reading comprehension performance of the 5th-grade elementary school students between different genders.
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