- 期刊
- OpenAccess
小學中、高年級學生一般詞彙知識與數學詞彙知識的預測：數學成就的學習路徑
Longitudinal Prediction of General Vocabulary and Mathematics Vocabulary Among Fourth and Sixth Graders: Pathways to Mathematics Achievement
摘要
數學詞彙日益受到重視，然而過去研究在一般詞彙和數學詞彙對數學成就之預測路徑未有一致結果。本研究採路徑分析，探討納入非語文智力和語文智力後，前期的一般詞彙知識和數學詞彙知識如何影響後期的數學成就（包含概念理解、程序執行與解題思考）。本研究以737位四、六年級學生為對象，第一年施測一般詞彙知識與數學詞彙知識測驗，第二年施測數學成就與智力測驗。研究結果顯示，在納入非語文智力和語文智力後，第一，四年級學生兩種詞彙知識對數學成就有效果相當的直接預測力，數學詞彙知識在一般詞彙知識與數學成就之間具部分中介效果，代表存有雙重學習路徑。第二，六年級學生數學詞彙知識對數學成就的直接效果大於一般詞彙知識對數學成就的預測力，數學詞彙知識具部分中介效果，代表存有雙重學習路徑。第三，長期而言在國小數學學習上兩種學習路徑並存，前期兩種詞彙知識對後期數學成就的預測力於高年級學生更強，且數學詞彙知識對高年級學生更加關鍵。本路徑模式擴展了過去國小生橫斷面研究結果。本研究結果指出一般詞彙和數學詞彙是建構數學知識的基礎，在數學表現和學習時能促進理解。隨著發展，運用累積的數學詞彙知識作為媒介對學生取得良好數學成就更為重要。
並列摘要
The role of mathematics vocabulary has received considerable attention. Several studies have examined how mathematics vocabulary mediated the relation between general vocabulary and mathematics outcomes, but the findings were inconsistent. This longitudinal study explored how early knowledge of general and mathematics vocabulary related to later mathematics achievement (encompassing conceptual understanding, procedural knowledge, and problem-solving skills) after including non-verbal and verbal intelligence. The participants were 737 students of 4th and 6th grades. The measurements of mathematics vocabulary and general vocabulary were conducted in June 2018, while the intelligence tests and self-edited mathematics achievement tests were administered in May 2019. The results showed that (1) for 4th graders, both general and mathematics vocabulary could predict mathematics achievement. Mathematics vocabulary partially mediated the relation between general vocabulary and mathematics achievement, which indicated dual pathways to mathematics achievement. (2) For 6th graders, the direct effect of mathematics vocabulary on mathematics achievement was larger than that of general vocabulary on mathematics achievement. Mathematics vocabulary partially mediated the relation between general vocabulary and mathematics achievement, which indicated dual pathways to mathematics achievement. (3) In the long run, two developmental pathways to learning mathematics in elementary school coexisted. While the predictive power of early general and mathematical vocabulary for later mathematical achievement increased with grade level, mathematical vocabulary became more critical for senior graders. The longitudinal pattern of results extends findings from cross-sectional studies of elementary students. The findings suggest that general and mathematics vocabulary may provide the foundational building blocks for mathematics knowledge as well as contribute to comprehension during mathematics performance and learning. In sum, the use of cumulative mathematics vocabulary as a medium will become important and will facilitate students' mathematics achievement.