心智圖融入鷹架教學對國小五年級學生應用題解題能力影響之研究

本研究採準實驗研究設計，旨在探討心智圖融入鷹架教學對國小五年級學生數學應用題解題能力的影響。以桃園市某國小五年級三班共 76 名學生為研究對象，實驗組採用研究者自編之「心智圖融入鷹架教學數學科方案」，對照組採用一般性數學教學。實驗教學為期 6 週，每週 3 節，共計 18 節課。學童於實驗後以研究者自編之「五年級應用題解題試卷」為研究工具進行施測，並進行錯誤類型分析。針對所得資料進行描述性統計、共變數分析與卡方百分比同質性考驗。本研究獲致以下結論: 一、心智圖融入鷹架教學數學科方案具體可行，鷹架教學協助學生克服初學心智圖的困難，使學生順利完成數學科重點整理心智圖。二、採用心智圖融入鷹架教學數學科方案的學生在後測的表現上顯著優於接受一般性數學教學的學生，故此方案有助於提升五年級應用題解題能力。三、學生數學應用題錯誤類型表現有:粗心錯誤類型、運算執行錯誤類型、概念迷思錯誤類型、缺乏解題能力錯誤類型。且表現多數一致，並未因是否接受心智圖融入鷹架教學數學科方案而產生顯著差異。本研究根據以上結果提出建議，作為教師與後續研究者的參考。

關鍵字

心智圖；國小五年級學生；錯誤類型；數學應用題；鷹架教學

並列摘要

This quasi-experimental research design in this study aimed at exploring the influence of mind map integrated with scaffolding strategies on the mathematical word problem solving abilities of elementary school fifth graders. A total of 76 fifth graders from three classes in an elementary school in Taoyuan City were recruited as research participants. The experimental group was taught using a self-devised mind map integrated with scaffolding strategies for mathematics, whereas the control group was taught using conventional mathematical teaching methods. The experiment spanned 6 weeks, during which three sessions of mathematical teaching were provided per week, totaling at 18 sessions. After the experiment, the students received tests based on a self- devised word problem solving test for fifth graders by the researcher, after which error patterns were analyzed. Descriptive statistics, analysis of covariance, and chi-square test of homogeneity of proportions of the collected data were conducted. The following conclusions were obtained. 1. The method of integrating mind map with scaffolding strategies for mathematics teaching is feasible. Scaffolding strategies helped students overcome their difficulty in first learning mind maps and successfully summarize mind maps of the mathematics subject. 2. The students who received the method of integrating mind map with scaffolding strategies for mathematics teaching significantly outperformed those who received conventional mathematics teaching in the posttest. Thus, the method helped improve fifth graders' abilities in solving mathematical word problems. 3. The students exhibited four error patterns of mathematical word problems:(1) error by negligence, (2) calculation error, (3) misconception error, and (4) error by lacking problem-solving abilities. The students in the experimental and control groups exhibited largely consistent performance regarding error patterns. The results revealed that the students' error patterns did not differ significantly regardless of whether they received the proposed method of mind map integrated with scaffolding strategies for mathematics teaching. Suggestions were proposed as references for teachers and subsequent researchers on the basis of the results.