建構學童數學成就測驗之信度、效度與常模之研究

本研究目的在於建立學童數學成就測驗之信度、效度與常模。學童數學成就測驗（謝如山，2014）可分非正式數學知識與正式數學知識兩部分。施測對象為3歲到9歲兒童，共570名，每位對象個別施測約30分鐘，施測地區為新北市與臺北市公立國民小學與附設幼兒園。結果顯示3歲至9歲測驗的信度介於0.94至0.97之間，效度為應用因素分析之建構效度，結果顯示不同年齡層可產生不同之因素屬性之向度，故因素負荷量可驗證出相同題目之因素屬性為同一年齡層之題目。最後依據學童於不同題目之表現建立該年度之常模。

關鍵字

學童數學成就測驗；非正式數學知識；正式數學知識；常模

並列摘要

The aim of the current research is to build the reliability, validity and norm for the test of children mathematics achievement (Hsieh, 2014). The main areas of the test have two sections, informal mathematics knowledge and formal mathematics knowledge. Totally 570 children ranged from 3 to 9 years old were sampled from Taipei and New Taipei city. The test took about 30 minutes for each. The result indicated that the reliability for 3 to 9 years old among 0.94 to 0.97. Factor analysis was applied to examine the constructive validity. The results demonstrate that the dimensions of factor loading were differed by age. Finally, the norm was created by students' performance.

並列關鍵字

test of children mathematics achievement ； informal mathematics knowledge ； formal mathematics knowledge ； norm

參考文獻

Baroody, A. J. (1983). The development of procedural knowledge: An alternative explanation for chronometric trends of mental arithmetic. Developmental Review, 3, 225‒230. https://doi.org/10.1016/0273-2297(83)90031-X

Baroody, A. J. (1984). The case of Felicia: A young child’s strategies for reducing memory demands during mental addition. Cognition and Instruction, 1(1), 109‒116. https://doi.org/10.1207/s1532690xci0101-5

Baroody, A. J. (1986). The value of informal approaches to mathematics instruction and remediation. Arithmetic Teacher, 33(5), 14‒18. https://doi.org/10.5951/AT.33.5.0014

Baroody, A. J. (1987a). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18, 141‒157. https://doi.org/10.5951/jresematheduc.18.2.0141

Baroody, A. J. (2016). Curricular approaches to connecting subtraction to addition and fostering fluency with basic differences in grade 1. PNA, 10(3), 161–190. https://doi.org/10.30827/pna.v10i3.6087

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