Using Reciprocal Teaching as a Meta-Cognitive Reading Strategy to Enhance Solving Abilities on Math-Word Problems for Newly Immigrant Students

國小新住民學生採交互教學法閱讀策略提升數學文字題解題能力

郭秋勳 ； 郭美辰 ； 林怡辰

《明道學術論壇》 11卷1期 (2019/07) Pp. 11-22

摘要

The purpose of this study is to investigate whether using a reciprocal teaching as a meta-cognitive reading strategy could promote the reading comprehension and mathematical abilities of the fourth-grade newly immigrant students. A total of 44 subjects participated in this study. Among them, 16 newly immigrant students were chosen as the experimental group. The experiment group was administered with reciprocal teaching, while the control group was instructed with traditional lecturing. This teaching experiment lasted four months. The MCRS curriculum was arranged for a 16-week track with a 40-minute teaching per week design. Both groups were tested upon their reading comprehension ability and math-word problems' solving ability before and after the experiment. Two self-administered instruments titled ＂Reading Comprehension Test＂ and ＂Two-step Arithmetic Word Problems Math Test＂ was used for gathering the research data. The ANOVA method was used for the quantitative data analysis. Qualitative data including observation records and personal interviews were collected as cross validation for study results. The results of this study are as follows: After using a reciprocal teaching as a meta-cognitive reading strategy, (1) newly immigrant students in the experimental group significantly improved their achievements in reading; however, this teaching strategy did not improve their performance on math word problems; (2) students of different backgrounds improved their reading achievement; however, this teaching strategy did not significantly improve the newly immigrant students' performance on math word problems. (3) The study results suggest the major difficulty that the fourth-grade newly immigrant students encountered on math-word problems is inferential comprehension and representation.

關鍵字

reading strategy ； reciprocal teaching ； newly immigrant student ； math word problem

並列摘要

本研究旨在探討藉由實施交互教學法閱讀策略，瞭解其對國小新住民學童數學文字題解題能力之效果。研究方法為準實驗教學實驗；研究對象為台灣中部某一所偏遠小學44位四年級學生，其中16位為新住民學童；研究小組成員之一曾擔任該校教師。本研究採取自編「閱讀理解測驗」及「步驟四則運算數學文字題測驗」為工具；受試學生分成二組，一組進行交互教學法閱讀教學、一組則進行傳統講述法教學；經由四個月的教學後進行閱讀測驗和數學加減乘除文字題後測；量化資料藉由ANOVA統計進行分析；另外藉由質性訪談探討增進新住民學童數學文字題解題能力之可能策略。本研究獲致下列結論：1.交互教學法閱讀策有助於新住民學童提升閱讀能力及學習興趣；2.運用交互教學法閱讀策略指導新住民四年級學生閱讀文本，並未能顯著提升其數學文字解題能力；3.新住民學生在數學文字題上最大的困難為「問題轉譯」或推理式的理解與重新表述的能力。

並列關鍵字

閱讀策略 ； 交互教學法 ； 新住民子女 ； 數學文字題解題