| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 105 === Based on the theory of mathematical reading and the reference to the concept of mathematical competence indicators of the number and amount for the sixth grade, the study of the students' reading text was integrated with the situation of living, and the 361 sixth grade students of six countries were studied. The assessment tool is the self-designed mathematics text, and the students are grouped by fuzzy clustering and the performance of each group is discussed. The results of this study are as follows:
1. The text is a research tool with reliability and validity.
2. In the performance of mathematic reading, the best in general literacy skill, second in prior knowledge skill, and third in math-specific literacy skill.
3. The examinees is classified into groups by fuzzy clustering, and the results show that three groups is the best. In terms of mathematics reading, the third group is better than the second group, the second group is better than the first group.
4. The first and the second group of students have the best performance in general literacy skill, second in prior knowledge skill of mathematics, and third in math-specific literacy skill. In addition, there is no significant relationship to one another.
5. The third group of students performed the best general literacy skill, second in prior knowledge skill of mathematics, and third in math-specific literacy skill. In addition, there have significant relationship between general literacy skill and prior knowledge skill of mathematics.
The results of this study can offer the consultation for teaching sixth grade students’ mathematic reading and remedial teaching. Some recommendations and suggestions may provide further researches.
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