| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 99 === The purpose of this study was to investigate the 7th-graders’ performances on fraction multiplication through different types of math texts. A 2 (“original text” and “adapted text”) by 2 (“mathematical general achievement” and “mathematical underachievement”) factorial design was adopted in this quasi-experiment study. Participants were 68 seventh-grade students in Kaohsiung City, and they were divided into four groups. The adapted text was based on original mathematical textbook and revised in its organize and presentation format to reduce extraneous cognitive load.
The results of this study were as follows:
1. To students with mathematical underachievement, the adapted text didn’t enhance the effect significantly on the performance of conceptual understanding and procedural execution.
2. To students without mathematical underachievement, the adapted text did enhance the effect significantly on the performance of procedural execution, rather than conceptual understanding.
3. The interaction between types of texts and mathematical achievement was not significant.
Finally, the research provided some recommendations for teaching, publisher and future studies.
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