The Study on Basic Mathematics Literacy of the First Year Elementary School Students

• Main Authors: Fang, Chinping, 方錦平
• Other Authors: Juan, Shuyi
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/85041645963085729574

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 100 === This study aimed to investigate basic mathematics literacy of the first graders from six elementary schools in Taichung area. The researcher assumed that there are five basic mathematics literacy lacked by the elementary students with mathematics learning difficulty. Therefore, the Screening Test of Mathematics Learning Difficulty for the First Year Elementary Student, STMLD, was the major measurement for this investigation. In the fall semester 2011, 606 students took STMLD. The data sources included the scores of the STMLC and transcripts of interview with some home-classroom teachers. The data analysis included Fuzzy C-Means Clustering and Polytomous Concept Advanced Interpretive Structure Modeling, PCAISM. The findings were: 1）606 students were successfully divided into three clusters, and each cluster presented its tendency. The Cluster One students demonstrated their low scores of this subtest, regarding digits working memory. Thus, this cluster was named Low Working Memory Cluster, LWMC. The students of Cluster two demonstrated their low scores of all five subtests, including digits working memory and arithmetic combination. Thus, this cluster was named Low Basic Mathematics Ability Cluster, LBMAC. Furthermore, the students of Cluster three demonstrated their high scores of all five subtests. Thus, this cluster was named High Basic Mathematics Ability Cluster, HBMAC; 2) There was a significant gender difference of LWMC, there were more boy-students than girl-students of this cluster; 3) Among three clusters, these cases with the same scores were selected to compare with their PCAISM, the same-score cases of each cluster revealed its specific item difficulty, item ordering and those concepts of mastery and difficulty；4）According to the results of case study, each student with math learning difficulty was caused by either subjective or objective factors. As shown in the findings, there were different concept structures of students from three clusters regarding their basic mathematics literacy. This investigation could be the important references for remedial instruction.