閱讀理解能力與數學能力對小學六年級低成就學生在數學文字題解題表現之影響

• Main Author: 張祐瑄
• Other Authors: 蘇宜芬
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/78980473844404371629

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 98 === 　　The purpose of this study is to investigate how reading comprehension and mathematical ability influence low achievers’ performance on math word problem solving. Participants were 90 six-graders (43 boys, 47girls) in elementary school. Children were divided into 3 achievement groups: children with low achievements in mathematics but not in reading (MLRN), children with low achievements in both mathematics and reading (MLRL), children with normal achievement in both mathematics and reading (MNRN).The primary dependent variables for this investigation were oral reading fluency (ORF), comprehension of key sentence pattern, comprehension of math concept, comprehension of arithmetic word problem and arithmetic abilities in solving arithmetic word problems. Finally, the data was analyzed by one-way ANOVA. 　　This article proposed three conclusions. First, when solving mathematic word patterns, MNRN students could read fluently and comprehend key sentence patterns correctly. They also could understand and apply math concept correctly to solve arithmetic word problems. Second, MLRN students could comprehend key sentence patterns as well as MNRN students, and they could answer definition of mathematic concepts in arithmetic word problems which sounded like they having knowledge of math concepts. However, when asking to explain equations they listed, their failures reveal that they could not do well to apply mathematic concepts to solve arithmetic word problems. In addition, their poor arithmetic ability would affect their rformance as well. Third, MLRL students could not figure out key sentence patterns, so they comprehended arithmetic word problems incorrectly. In addition, their poor performances in ORF could explain their poor comprehension of key sentence patterns. Furthermore, they could not understand math concept either, so they could not list correct equations to solve arithmetic word problems. In short, the poor performance of MLRL students on arithmetic word problems resulted from poor comprehension of key sentence patterns and math concepts, and poor arithmetic ability.