以提示策略為基礎之線上動態評量對國中數學方程式文字題解題之研究

The Effects of Strategy Tips for Online Dynamic Assessment of Junior High School Mathematic Equation Word Problems

蔡季霖(Gi-Lin Tsai)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2009年)

https://doi.org/10.6841/NTUT.2009.00026

摘要

本研究旨在探討以提示策略為基礎之線上動態評量對國中數學方程式文字題的解題歷程是否有所助益。其重要性為線上動態評量在國中數學領域的實徵性應用，以及增加動態評量在數學解題歷程之相關數學知識。本研究透過準實驗研究法，以台北縣某國中62名九年級學生為研究對象，其中31名為「接受線上動態評量」的實驗組，另外31名為「未接受線上動態評量」的控制組，進行八週的教學實驗，俟實驗結束後，挑選部分學生進行訪談，以蒐集質性內容，研究結果如下所示：
一、接受「線上動態評量」的實驗組其後測成績顯著高於控制組，而實驗組之後測成績亦顯著高於同組之前測成績，表示以提示策略為基礎之線上動態評量確實能幫助學生在國中數學方程式文字題的解題。

二、高成就組學生在前、後測成績無顯著差異，但中成就組和低成就組學生之後測成績顯著高於前測成績，表示以提示策略為基礎之線上動態評量對中、低成就組學生的成績較有良好的區辨效益。

三、低成就組學生的提示使用次數多於中成就組，而中成就組的提示使用次數多於高成就組，此情況表示學習者會依其數學能力不同而使用符合其能力的提示次數。

四、本研究從訪談分析中亦發現高、中、低成就組學生在數學文字題解題歷程中仍有除文獻所述以外的困難，此外學生對於本系統操作和提示策略的使用均有正向的反應態度。

關鍵字

動態評量 ； 數學方程式 ； 方程式文字題

並列摘要

The study was to explore online Dynamic Assessment based on Strategy Tips in the process of mathematical equation word questions, see if it can have help students to solve questions. The importance of this study was to fill the online dynamic assessment at the empirical applications of mathematics, and to increase the related knowledge of mathematical problem solving in the dynamic assessment process.

This study was to be through the quasi-experimental study, the research subjects for Taipei County Junior 62 ninth grade students, of which 31 are known as "Dynamic Assessment online accept" the experimental group and another 31 named "did not accept the online dynamic assessment" of the control group. This study carried out 8 weeks of teaching experiments, as soon as the end of the experiment, the selection of some students interviewed to gather qualitative content, the results are as follows:

First, accepting the "Dynamic Assessment Online", the experimental group in the post-test results was significantly higher than that control group, and experimental group students in the post-test results are significant higher than in the pro-test.It shows that strategy tips for online Dynamic Assessment is indeed to help students in mathematic Equation Word Problems.

Second, the high-achievement students of the experimental group between pro-test results and post-test results had no significant differences, but the middle-achievement students and low-achievement students in post-test were significantly higher than those in pro-test results. It shows that strategy tips for online Dynamic Assessment prompted the middle-achievement and the low-achievement students with more distinction effect.

Third, in the using number of strategy tips, the low-achievement students was more than in the middle-achievement students, and the middle-achievement students was more than in the high-achievement students. It shows that strategy tips for online Dynamic Assessment can effectively assist different learner to use the numbr of tips which matched their abilties.

Fourth, the analysis of the interviews revealed that the difficulties were mentioned in the former literature in solving mathematic equation word problems, it also found some new results.And it also found students had a positive attitude for the operation of the system and the use of the strategy.

並列關鍵字

Dynamic Assessment ； mathematical equation ； equation word questions

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