本研究主旨為發展國小學生數學學習困難的有效診斷工具,並探討國小六年級學生在數學乘除法迷思概念的類型,研究樣本為桃園縣6所國民小學六年級學生共523人。為發展診斷測驗,本研究先分析國內外數學乘除法錯誤類型與解題之相關文獻,並利用開放式問卷及晤談來收集學生的錯誤類型,再經預試後發展成二階段式診斷測驗工具-「乘除法概念之二段式診斷測驗」。在施測後尚透過晤談來了解學生乘除法概念,並確認學生在乘除法概念中出現哪些的錯誤型態與迷思概念。 「乘除法概念之二段式診斷測驗」的平均難易度為0.48,平均鑑別度為0.42,內部一致性信度為0.70。由學生答題結果分析得知,國小六年級學生出現在「乘法的定義」、「1與0的乘法」、「小數的乘法」、「除法的定義」及「0與1的除法」等方面均存有若干迷思概念。 本研究的結果有助於對學生數學乘除法迷思的學習情形,同時也可作為 教師們在數學乘除法各單元教學中的參考依據。
The purpose of this study was to develop a two-tier diagnostic assessment for mathematics of multiplication and division and to explore the misconceptions and error patterns on multiplication and division of 6th graders. The sample of this study consisted of 523 6th grades selected from six elementary schools of Taoyuan, Taiwan, R. O. C. In order to develop the diagnostic assessment, it was necessary to gather and analyze the literatures about the misconceptions and error patterns on multiplication and division. In addition, open-ended interview was used to collect every kind of misconceptions and error patterns on multiplication and division. After pilot testing, the two-tier diagnostic assessment instrument-“Two-Tier Diagnostic Test for Multiplication and Division” (TTDTMD) was developed. In order to identify the misconceptions and error patterns on multiplication and division that were hold by students, some students were interviewed. The internal consistent coefficient (cronbach α) of TTDTMD was 0.70. The average item difficulty index and the item discrimination index was 0.48 and 0.42 respectively. According to analysis of the students’ answers on the TTDTMD, there were some misconceptions about the definition of multiplication, multiplication for 0 and 1, multiplication of decimal, definition of division, and division for 0 and 1 were appeared. The results of the study will help teachers to realize the learning of elementary school students on multiplication and division of mathematics, and provided references for teachers when teaching of multiplication and division.