適性CAI的個人化文意範例對國小學生解數學文字題之影響

Effects of Using Personalized Context Examples in CAI for Elementary Students on Solving Mathematical Word Problems

侯鳳秋(Feng-Chiou Hour) ； 陳龍川(Long-Chuan Chen)

《科學教育學刊》 7卷3期 (1999/09) Pp. 233-254

https://doi.org/10.6173/CJSE.1999.0703.03

摘要

本研究旨在探討適性CAI中個人化文意範例對國小四年級學生解數學文字題成就的影響，以及學生對個人化文意範例CAI課程的態度。
本研究以花運市明廉國小207位四年級學生爲研究對象，並由其中抽出低、中、高三個數學解題能力水準各48位，共144位學生爲研究樣本：依男、女隨機分配至抽象化文意組（控制組）及個人化文意組（實驗組）。兩組學生均須接受「整數四則混合計算CAI課程」及「數學解題成就測驗」，另外，實驗組學生須再填寫「個人化文意範例CAI態度問卷」，研究者並隨機抽出12位實驗組學生進行個別晤談。
資料分析分爲兩個部份，第一部份是以兩組學生在「數學解題成就測驗」的得分，進行2（文意呈現方式）×2（性別）×2（受試在單、雙步驟文字題之得分）與2（文意呈現方式）×3（數學解題能力）×2（受試在單、雙步驟文字題之得分）之雙因子多變項變異數分析。第二部分是將「態度問卷」的資料進行百分比分析，將「個別晤談」的資料進行原案分析。歸納資料分析結果，本研究發現：
1．文意呈現方式與性別之间沒有交互作用存在。女生在「數學解題成就測驗」之總得分上，顯著優於男生。個人化文意組學生在「雙步驟文字題」的得分上，顯著優於抽象化文意組學生。
2．文意呈現方式與數學解題能力两因素之間有交互作用存在。低數學解題能力學生，在「雙步驟文字題」的得分上，個人化文意組顯著優於抽象化文意組。
3．由「態度問卷」的分析顯示，學生對個人化文意範例CAI課程持有正面的態度；由「個別訪談」的資料也顯示，以個人化文意方式呈現文字題，除了能增加學生學習動機外，也能讓中、低數學解題能力學生對數學的自我信念有較正面的看法。
研究者並依據上述發現，對數學解題教學與未來研究方向提出若干建議。

關鍵字

抽象化文意範例 ； 個人化文意範例 ； 解數學文字題成就 ； 數學文字題

並列摘要

The purpose of this study was to investigate effects of using personalized context examples in CAI for fourth graders when solving mathematical word problems. Students' attitude toward the mathematical CAI was also examined in this study.
There were 144 subjects included in this study. They were purposefully sampled from a total of 207 fourth grade students at Ming-Lian Elementary School located in Hualien city. These 144 fourth graders were then randomly assigned to abstract-context-group and a personalized-context-group by gender. Students of two groups received two periods (i.e., 80 minutes) CAI practices, and an achievement test with abstract context word problems was administered. In addition, a questionnaire for measuring attitude toward personalized context CAI was administered to students in personalized-context-group. Twelve randomly selected students from the personalized-context-group were interviewed. These students were stratified by problem-solving ability.
Data obtained from the achievement test was analyzed by 2 (context type)×2 (gender)×2 (students' scores in one-step and two-step word problems) and 2 (context type)×3 (problem-solving ability level)×2 (students' scores in one-step and two-step word problems) multivariate analysis of variance (MANOVA). Data collected from the questionnaire were examined using descriptive statistics. Data from personal interviews were analyzed using qualitative approach.
The main findings of this study were as follows:
1. The interaction between context type and gender was not significant with respect to the achievement test. Female students' scores were significantly higher than male students' on overall achievement test problems. Personalized-context-group students' scores were significantly higher than that of abstract-context-group students on two-step problems in achievement test.
2. The interaction between context type and problem-solving ability level was significant with respect to achievement. For students of low problem-solving ability, personalized-context-group students' scores were significantly higher than that of abstract-context- group students on two-step problems.
3. Personalized-context-group students' response to the attitude questionnaire indicated students had favorable attitude toward mathematical CAI. Data from personal interviews indicated that students were motivated by personalized context examples in the CAI sessions. General speaking, students of middle and low problem-solving ability had positive mathematical belief after their exposure in personalized context examples CAI.
Based on the research findings, the researcher can provide several suggestions for improving mathematical instruction for the solving of word problems and for conducting related future research.

並列關鍵字

abstract context examples ； personalized context examples ； achievement of solving mathematical word problems ； mathematical word problems