標題式數學寫作評分規準的發展及探討其對
國小一年級學生加減文字問題解題之成效

程玉茹

doi:10.6840/CYCU.2010.00205、10.6840/cycu201000450

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標題式數學寫作評分規準的發展及探討其對國小一年級學生加減文字問題解題之成效

The Development of Rubric for Mathematics Rubric Writing and a Study of Its Effect on First Graders’ Learning of Addition and Subtraction Word Problems

程玉茹 , Masters　　Advisor：袁媛　　

繁體中文 DOI： 10.6840/CYCU.2010.00205、10.6840/cycu201000450

標題式數學寫作；標題寫作；數學寫作；加減文字問題；評分規準； rubric ； mathematics rubric writing ； rubric writing ； mathematical writing ； addition and subtraction word problems

Abstract │ Reference (144) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

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The objective of this study was to develop a rubric for mathematics rubric writing. By combining the nonequivalent quasi-experimental design and quantitative data analysis into a nine-week teaching experiment, we studied the effect on first grader’s learning of addition and subtraction word problems. The research designs were the learning list and rubric in the form of mathematics rubric writing; the subjects were first graders of two classes in a Taoyuan County elementary school. One class was the experimental group (25 students), in which mathematics rubric writing activities were employed. The other class was the control group (23 students), where the ordinary teaching methods without rubric writing activities applied. After the teaching experiment, the two student groups took a mathematics achievement test in order to evaluate the post-experimental learning.
This study’s rubric of mathematics rubric writing was analytical. In reference to Polya (1945), the problem solving process included four dimensions: understanding the problem, devising a plan, carrying out the plan, looking back. Each dimension was graded on three levels: Grade 0, Grade 1, Grade 2. A two-dimensional table displays the description of each grading, offering feedback to teachers and students regarding teaching and learning activities. In addition, statistical results demonstrated that students subject to mathematics rubric writing and ordinary teaching methods did not significantly differ in terms of mathematics achievement. Analysis regarding the accuracy rate showed that: students in the experimental group (those involved in mathematics rubric writing activities) had better understanding of the problem and knew how to select an proper approach when encountering unfamiliar and relatively difficult word problems, e.g., the change type (initial value unknown) and compare type (reference quantity unknown). Future suggestions for the arrangement of course materials, first/second-grade math teaching and researchers are provided at the end of the study.

Reference ( 144 ) 〈TOP〉

李濟慧（2001）。線上家教網：國中生數學學習社群。國立臺灣師範大學資訊教育研究所碩士論文，未出版，臺北。
連結：
李虹儀（2006）。數學寫作對國中生解方程式應用問題的影響。國立臺灣師範大學數學系碩士論文，未出版，臺北。
連結：
林文忠（2003）。線上數學寫作在國中應用的探索性研究。國立臺灣師範大學資訊教育研究所碩士論文，未出版，臺北。
連結：
林姿飴、楊德清（2005）。淺談數學寫作。台灣數學教師（電子）期刊，1（1），12-21。2009年12月10日取自http://140.130.46.2/~yang/TJMT/。
連結：
林淑菁（2003）。國小資源班學生正整數乘除文字題之圖示教學效果研究-以臺北市一國小為例。國立臺北師範學院特殊教育學系碩士論文，未出版，臺北。
連結：

Times Cited (1) 〈TOP〉

李駿豐(2014)。應用適性化學習系統提升學習成效:以動態鷹架理論為基礎。虎尾科技大學資訊管理研究所學位論文。2014。1-83。

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