| Summary: | 碩士 === 臺北市立大學 === 數學系數學教育碩士班 === 105 === This study adopts curricular research tool to examine answers of specific word problems for error analysis. It treats Grade 6 students as research subjects to explore students’ types of error strategy in specific word problems and generalize the factors of students’ accuracy rate.
This study adopts empirical research, observes the researcher’s personal instructional experience and generalizes hypotheses to further develop the prediction which can be tested. By the test result of this study, the researcher evaluates the accuracy of hypotheses and analyzes the possible factors.
Conclusions of this study are shown below:
1. When students neglect descriptions of specific word problems, it might result in specific types of error.
2. When solution key of word problems is not direct description, students do not significantly encounter the difficulty of strategic options.
3. When situations of word problems are unfamiliar, it cannot judge students’ obstacle in reading the problems.
Based on findings and conclusions of this study, at the end of the article, the researcher proposes suggestions for word problem creators, teachers and future researchers.
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