國小數學課本數學字詞彙及閱讀障礙學生數學教學內容分析初探

教學現場出現數學困難的學習障礙學生，主要分為源於數學問題的數學障礙及閱讀問題的閱讀障礙，後者往往由於閱讀數學課文、文字題時呈現的閱讀問題，出現數學概念習得、題意理解的困難。本研究藉探討國小數學課本內文之數學字（詞）彙出現情形，了解哪些數學字（詞）彙的出現可能會造成上述閱讀影響數學的情形。本研究將國小數學課本內文透過「Microsoft Excel」字彙資料剖析及「CkipTagger開源中文處理工具」機器斷詞後，再進行字（詞）頻統計處理，並與一般日常閱讀的字詞頻比較。研究結果摘要如下：（1）經Excel統計分析，各版本共有707563個數學字彙，比較相同者後可歸納出2801種，前74名（2.64％）累加便可達到全部課文中數學字彙的一半；經斷詞及統計分析，各版本有220555個數學詞彙，可歸納19969種，將前246種（1.23％）詞彙累加，便達到全部課文中超過一半數學詞彙量；（2）數學字、詞彙的分布皆呈現冪律分布，表示大多數的字（詞）彙集中於少數的字（詞）彙中；（3）數學高頻詞彙中非國語高頻詞彙的比例約50～56％，且與中研院詞頻序比較後僅有.31～.36的低度正相關，皆顯示較數學字彙更容易在國語課本及識字教學中被忽略。因此資源班教師在教學或教科書商編製課本時，可根據本研究建議，關注閱讀障礙學生的學習問題並做出因應的課程調整措施。

關鍵字

國小數學課本；高頻數學字彙；高頻數學詞彙；字頻；詞頻；內容分析

並列摘要

Based on our observations, we have identified two types of students with learning disabilities who struggle with mathematics. The first group consists of students who have difficulties with math concepts, while the second group includes students with reading disabilities that affect their ability to comprehend math word problems and texts. To better understand the impact of mathematical vocabularies on students' reading abilities and mathematical learning, we conducted an analysis of the occurrence of mathematical vocabulary in elementary school math textbooks. We use a word parsing tool, "CKIP Neural Chinese Word Segmentation", and "Microsoft Excel" to obtain word frequencies in mathematic textbooks. Then, we compare the parsing and data collection results to the frequencies of words used in general daily reading materials. Results of this research can be summarized as follow: (1) across all textbook versions, a total of 707,563 mathematical monosyllabic vocabularies are identified, with 2,801 of them being commonly used. The top 74 (2.64%) of these monosyllabic vocabularies account for half of all the mathematical vocabularies in the textbooks. After machine segmentation and statistical analysis, a total of 220,555 mathematical polysyllabic vocabularies are identified, with 19,969 of them being commonly used. The top 246 (1.23%) of these polysyllabic vocabularies account for over half of all the mathematical vocabularies in the textbooks. (2) The distribution of mathematical monosyllabic and polysyllabic vocabularies follows a power law distribution, indicating that most of the monosyllabic and polysyllabic vocabularies are concentrated in a small number of categories. (3) we find that the proportion of non-high-frequency vocabularies among high-frequency mathematical ones is approximately 50-56%, and there is only a low positive correlation (.31- .36) with the word-frequency sequence of the Institute of Linguistics, Academia Sinica. These findings suggest that mathematical polysyllabic vocabularies are more likely to be overlooked in Chinese language instruction than monosyllabic ones. As a result, researchers put relevant suggestion as follow: teachers and textbook authors should focus on the mathematics learning difficulties of students with reading disabilities. Then, they can make appropriate adjustments to their teaching and curriculum.

並列關鍵字

elementary mathematic textbooks ； mathematical high-frequency vocabularies ； word frequency ； content analysis

參考文獻

呂妍慧、袁媛（2020）。數學領域雙語教育之教學模式初探。臺灣數學教育期刊，7(1)，1-26。https://doi.org/10.6278/tjme.202004_7(1).001

吳尚諭（2021）。華語學前兒童口語語料詞彙次數比例及使用比例相關性之探討。台灣聽力語言學會雜誌，44 。https://doi.org/10.6143/JSLHAT.202106_(44).0001

羅宇真、孟瑛如（2018）。高頻字優先教學於閱讀障礙學生識字教學之應用。特教論壇，24，19-41。https://doi.org/10.6502/SEF.2018.24.19-41

Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26, 117– 128. https://doi.org/10.2307/1593594

Bryant, D. P., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2001). the Effects of Professional Development for Middle School General and Special Education Teachers on Implementation of Reading Strategies in Inclusive Content Area Classes. Learning Disability Quarterly, 24(4), 251–264. https://doi.org/10.2307/1511114

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