| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 104 === The purpose of this study aims at investigating the performance on mathematics reading which embedding with history context of mathematics. The subjects all of 153 person include third graders from an elementary school in Taichung City, Taiwan. The assessment “Mathematics Reading Test” is designed by the researcher. According to responses based on constructed-response item, this study analyzes the thinking and error types related to geometry. The study result is reading comprehension and specific mathematics skills and background mathematics knowledge, Their relationships exist significantly positive relation. The main results of the study are as follows.
The frist. 1. According to the performance of mathematics reading, the students perform best in reading comprehension. Specific mathematics skills graded 2 and the background mathematics knowledge is the lastest. 2. The insufficient reading ability influences the text comprehension and generates erroneous concepts.
And second. 1. Some students can effectively distinguish and answer the internal and external in a plane graphical. But quite a few students are unclear structure on the graphical, leading to the perimeter defined is not understanding in the subject, that the perimeter attributable to the internal or external graphics. 2. Some students can write the proper perimeter, that actual measurement and draw the length of it. They will be able to measure the perimeter of complete graphic and combined the segments for perimeter, but a few students unable to piece together the full graphic of perimeter. Therefore, the concept understanding of perimeter, there will be gap of the segment and the overall graphic. 3. Some students can identify the center and circumference of a circle in correctly. But the radius resolution easy to have ideas unclear or conceptual confusion with diameter, that the centimeter unit can not distinguish with millimeter. 4. Some students can compare and judge the size of angle conceptual in correct for answer, but a few students weak construction of angle concepts results, that makes the judgment angle error of constitute the angle insufficient concept. For Example: They mistaken closed figure is the angle. ; They mistaken the both sides of the arc-graphics is the angle. 5. Some students can operate the graphics easier, that separate is converted to different appearance of the same areas graphical, or through text guide were measured and then tell the size of the graphics. But a few students weak construction of reading and prior knowledge concepts , that makes the judgment in error.
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