Effects of Relative Subproblem and Line Diagram on Mathematics Underachievers’ Comprehension of Compare Problems.

• Main Authors: Ching-Chan Wu, 吳青展
• Other Authors: 柯華葳
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/83150309226827524046

碩士 === 國立中央大學 === 學習與教學研究所 === 104 === The purpose of this study is to discuss the effectiveness of “relative subproblem” and “line diagram” on mathematics underachievers’ comprehension of “unknown reference set problems”, which are the most difficult compare problems. 98 third-graders children were recruited from 8 elementary schools in Taoyuan City, and divided into 2 groups by their working memory difficulty: representation or retrieval of arithmetic facts from semantic memory (N=41); visuospatial representation of numerical information (N=57). The process of this study includes 2 stages. At stage 1, all participants were divided into 2 groups via completing “Basic Math Concept Test” (Ko, 1999), “Working Memory Test” (Tzeng, 1999), “Visuospatial Working Memory Tasks” (Chen, 2004); at stage 2, they had to finish 3 types of unknown reference set problems, referred to the experimental materials of Yeh’s study (1990). The major findings of this study are as follows: (1) Working memory is a critical cognitive component that can distinguish mathematics underachievers. (2) “Integrative Relative Subproblems” have great effectiveness on mathematics underachievers with the difficulty of representation or retrieval of arithmetic facts from semantic memory. (3) “Line Diagram” have great effectiveness on mathematics underachievers with the difficulty of visuospatial representation of numerical information. Lastly, this study provides recommendations on academic and practical perspectives according to the study results and its restriction.