國小二年級學童在錢與非錢情境加減文字問題的解題表現研究

本研究旨在探討學生在一步驟數學加減文字問題的解題表現，特別是比較學生在錢與非錢情境問題的解題表現差異，因此設計兩種不同情境（錢與非錢）的測驗卷，將文字問題分為「改變型」、「合併型」、「比較型」以及「等化型」問題，共20題，並以桃園市三所公立國小二年級的十二個班級學生，共280人為對象，透過隨機分派兩種測驗卷的方式施測，蒐集學生的測驗結果，並以獨立樣本 t 考驗進行統計分析。除了在「合併型」的加減文字問題，出現非錢情境組表現優於錢情境組之外（效果量.021），國小二年級學童在一步驟數學加減文字問題的「改變型」、「比較型」以及「等化型」及整體問題的解題表現，並未因問題情境的不同而有不同。

關鍵字

加減文字問題；錢與非錢情境；二年級學童

並列摘要

The purpose of this study is to explore the differences of students’ problem-solving ability between scenario associated with money and non-money in one-step addition and subtraction questions. Test sheets are designed according to the money and non-money situations, and be classified as "change type", "combined type", "comparative type" and "equalization type. There are 20 questions in total. 280 second grader students in 12 classes from 3 different public school in Taoyuan City were selected as the participants. Students were randomly assigned to take one of the two type tests. Test results were collected and analyzed with independent sample t test. Research result showed that students only performed better in one combined type question in a non-money situation, but the effect size is small (0.021). However, no matter what question situations (money or non-money) are, second graders’ performance on overall and "change type", "comparative type" and "equalization type” of one-step addition and subtraction questions are the same.