國小四年級學生在1991年IAEP評量工具的數學成就表現

本研究利用1991年IAEP國際評量工具，來瞭解2003年國小四年級學生的數學成就表現。以分層隨機抽樣50個學校，1646位的四年級學生。工具包含62題的數學成就測驗及17個學習環境的問卷題目。研究發現：（一）學生的數學成就平均通過率為78.8%，比1991年增加了10.8%。（二）學生在概念性理解的表現最好，而1991年的學生在程序性知識的試題表現最好，而且學生在概念性理解和解題的試題表現，比在程序性知識的試題表現進步的幅度大。（三）父母的期望與關心、對數學自信心、課堂有小組討論及獨自解題的機會，與數學成就成正相關，但是補習、父母過度協助孩子完成作業，並無助於提升學生的數學成就。

關鍵字

IAEP ；國小四年級；數學成就表現

並列摘要

The study was intended to understand fourth-graders' achievement in mathematics by utilizing 1991 IAEP international assessment instrument. Fifty schools consisting of 1646 sampled students were sampled randomly from a stratified fourth-grade population. The instrument consisted of 62 items of mathematics and 17 items of questionnaire relevant to learning context. The percentage of correct answer with 78.8% was higher than that of performing in 1991 with 68.0%. Students selected from 2003 had better performance in the items involving in conceptual understanding, while students selected from 1991 had better performance in the items involving in procedural knowledge. The increasing percentages of both conceptual understanding and problem solving were much higher than that of procedural knowledge. The factors of parental expectation and concerns, self-confidence in learning mathematics, the opportunities of group work and working on their own were positively correlated with students' achievement in mathematics. Nevertheless, participation of cram school and parent's excessive intervention of homework were not the factors contributing to students' achievement in mathematics.