| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 102 === The purpose of this study aimed to investigate the mathematics reading comprehension of sixth graders and further categorized sixth graders’ mathematics reading performance through fuzzy clustering analysis. First of all, this study explored sixth graders’ mathematics performance and the performance correlations among different test sections. Second of all, found out how gender affects the levels of performance. Third of all, classified sixth graders’ mathematics performance through fuzzy clustering analysis. Fourth of all, discussed the correlations among different performance levels and test sections. Lastly, compared and discussed the significance of gender differences in different classes.
This study utilized the tool of “Mathematics Reading Test for Sixth-Graders” which was designed by prior researchers. The samples were 436 sixth graders from six different elementary schools in Taichung.
The results of this study showed:
1. Sixth graders scored highest in general literacy, followed by math prior knowledge, and scored the lowest in math-specific literacy.
2. There was no significant finding in how gender affects the overall performance. However, girls performed better than boys in the general literacy section.
3. In terms of mathematics reading, class Ⅲ is better than class Ⅱ, class Ⅱ is better than class Ⅰ. Class Ⅰ had 61 students (14%). Class Ⅱ has 177 students (40.6%). Class Ⅲ has 198 students (45.4%).
4. Among Class Ⅰ students performed the best in general literacy skill, second in math-specific literacy skill, and third in prior knowledge skill.
5. Among Class Ⅱ students performed the best in general literacy skill, second in prior knowledge, and third in math-specific literacy skill.
6. Among Class Ⅲ students performed the best in general literacy skill, second in prior knowledge, and third in math-specific literacy skill.
7. There was no significant difference in the performance of mathematics reading between girls and boys in Class Ⅰ and Class Ⅲ. However, girls performed better than boys on general literacy skill in Class Ⅱ.
The results of the study can be offered as references and suggestions for future teaching diagnosis and teaching design.
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