| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 100 === The purpose of this research is to explore the teaching progress and effect on students’ problem-solving abilities when using drawn representations to help students solve mathematics word problems. This research utilized word problems from current school textbooks as experimental teaching material and proceeds with four units of teaching research through the method of action research. The objects of this research are 13 grade three students of a suburban small scale elementary school in Pintung County. Half of the students in class are either children of new immigrants, single families, or reared by grandparents and most of the students came from a mid to low income household.
It is discovered according to the research results that the process of how to help students solve mathematics word problems through drawn representations can be done in three stages. In the first stage, the teacher will guide the students in converting word problems into drawn representations, write out the equations, solve the problem, and give presentations. In the second stage, students proceed with problem-solving by themselves with teacher guidance through posing questions at the students to figure out the problem then finding the solution and to learn the art of making inquiries. In the last stage, students proceed with problem-solving by themselves and have group solution explanations and discussions; the teacher once again assists the students in solving problems that the group could not solve through strategic questioning. Through this method, the problem-solving abilities of the students can be improved and their problem-solving habits changed.
The following should be heeded during tuition: initially, the students will focus on the art of the drawn representations and therefore lose focus of problem-solving itself; in the process of converting, it is essential to continuously remind the students to circle the answers within the drawing to confirm the success of conversion; mid to low level students tend to overlook the monitoring procedure; and give a clear account for the process of conversion while explaining the solution course.
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