中學生對代數式中文字符號之語意理解研究：不同管道的探討

本研究的目的是運用「測驗」與「語意流程圖晤談」兩種管道偵測七年級個案學生對代數式中文字符號語意之理解，以及檢視「測驗」與「語意流程圖晤談」兩種管道對個案學生文字符號語意理解表現之一致性。蒐集的資料包括2班7年級76位學生測驗的紙筆文件以及15位個案學生晤談的語料。研究結果發現：一、76位學生對「文字符號代表特定數」類別的理解較穩固，對「文字符號代表特定未知數」與「文字符號代表一般數」類別的理解較不穩固；二、他們在「文字符號代表特定數」、「文字符號代表特定未知數」、「文字符號代表一般數」等類別分別出現2個、6個、4個錯誤；三、在文字符號表現為高層次學生多發展出對「文字符號代表一般數」類別的理解，中層次學生有些發展出對「文字符號代表一般數」類別的理解，有些則發展出對「文字符號代表特定未知數」類別的理解，低層次學生則大多只發展出對「文字符號代表特定數」類別的理解。綜合來說，透過「測驗」與「語意流程圖晤談」二個管道的比較，不同層次學生對代數式中文字符號語意理解的結果具有一致性。

關鍵字

文字符號；代數學習；語意理解

並列摘要

This research used ”tests” and ”flow map interviews” to test seventh grade students' semantics understanding of algebra letters and surveyed the results consistently gathered from ”tests” and ”flow map interviews”. The testing documents and student interviews were the sources of data. The results of this study indicated that seventy-six students had stable understandings of ”Letter evaluated”, but had unstable understandings on ”Letters used as a specific unknown” and ”Letters used as a generalized number”. However, seventy-six students had two mistakes in the ”Letter evaluated” category, six mistakes in the ”Letters used as a specific unknown” category, and four mistakes in the ”Letters used as a generalized number” category. Finally, most of high-level students understood the ”Letters used as a generalized number” category, some of mid-level students understood the ”Letters used as a generalized number”, and some of them understood the ”Letters used as a specific unknown”. Generally speaking, comparisons between ”tests” and ”flow map interviews”, indicated that students in different levels had same semantics understanding results about algebra letters.