透過您的圖書館登入
IP:34.229.50.161
  • 學位論文

小六學生解題表現與國小教師對學生解文字題信念之差異

The Difference between Six-Graders' Word Problem Solving Performance and Elementary Teachers' Beliefs about Word Problem Solving

指導教授 : 楊凱琳 楊坤原

摘要


摘 要 本研究之主要目的為:瞭解國小六年級學生在文字題測驗之解題表現,瞭解國小教師對學生文字題解題表現之信念和文字題解題教學之信念,探討學生的解題表現與國小教師對學生解文字題信念的差異。 根據研究目的以改編的「學生文字題基本測驗」為研究工具,以桃園縣兩所國小六年級十個班級的學生共318名為研究對象,藉以瞭解學生文字題測驗之解題表現。另以改編的「教師對學生解文字題信念問卷」為研究工具,採方便取樣法調查桃園縣近三年曾教授六年級數學課程的386位教師,有效回收率為81.86%。學生測驗與教師問卷所得資料利用統計套裝軟體SPSS進行資料分析,研究結果如下: 一、 國小六年級學生在文字題基本測驗之解題表現 (一) 學生在一般情境的解題表現優於平均數情境的解題表現。 (二) 在一般情境題,結果未知的解題表現優於起始未知的解題表現。在平均數情境題,結果未知和起始未知之解題表現無顯著差異。 (三) 在一般情境題,文字表徵的解題表現優於故事表徵的解題表現。在平均 數情境題,符號表徵的解題表現優於故事表徵及文字表徵的解題表現。 (四) 學生運用自己的非正式策略對解題表現有影響。 二、 不同背景之國小教師對文字題解題教學信念的影響 (一) 男性教師在文字題解題教學信念上比女性國小教師更認同「符號領先觀」。 (二) 「理化相關科系」及「其他科系」之國小教師比「數學相關科系」之國小教師更認同本研究文字題教學信念的架構。 (三) 「理化相關科系」之國小教師比「數學相關科系」之國小教師更認同「文字題教學觀」及「符號領先觀」。 (四) 「其他科系」之國小教師比「數學相關科系」之國小教師更認同「文字題教學觀」及「代數地位觀」。 (五) 任教於「60班以上」之國小教師比任教於「25-59班」之國小教師,更認同本研究文字題教學信念的架構。 (六) 任教於「60班以上」之國小教師比任教於「25-59班」之國小教師更認同「文字題教學觀」及「代數地位觀」。 三、 國小教師文字題解題教學布題與文字題解題教學信念的特徵,及兩者的關係 (一) 文字題教學布題不同的國小教師之特徵可分為下列三群: 1、以數學結構為結果未知的題型優先布題。 2、以符號表徵題優先布題,其次為文字表徵題,最後則為故事表徵題。 3、以數學結構為起始未知的題型優先布題。 (二) 不同文字題解題教學信念的教師對學生解題表現之評估與學生解題表現有差異。 (三) 教學布題排序不同的教師,其文字題解題教學信念有差異。 本研究根據研究結果,進一步針對課程教材與教學、師資培育與未來研究提出具體建議。

並列摘要


The Difference Between Six Grader Algebra Problem Solving Performance and Elementary Teachers' Beliefs About Word Problem Solving Abstract The purposes of this research include (a) to understand six grader algebra problem solving performance, (b) to understand elementary teachers' beliefs about student word problem solving performance and about word problem solving instruction, (c) to investigate the difference between student word problem solving performance and elementary teachers' beliefs about word problem solving. A modified instrument of “The Exam of Basic word problem”is adopted to measure word problem solving performance of six graders. 318 students are selected from 10 grade six classes of two elementary schools in Taoyuan as the samples. On the other hand, “The Questionnaire for Development of Teachers' Beliefs About word Problem Solving” is administered to the elementary teachers who had taught mathematics in a grade six class during the last 3 years. 386 elementary teachers are conveniently selected, and the response rate is 81.86%. We used SPSS to conduct data analysis, and the results of our research as following: 1. The word problem solving performance of six graders (1) Students perform better under general context than average context. (2) Under general context, students have better performance on solving word problem with the structure of result-unknown than start-unknown. Under average context, there is no significant difference between performance on solving word problem with the structure of result-unknown and start-unknown. (3) Under general context, students have better performance on solving word problem with verbal representation than story representation. Under average context, students have better performance on solving word problem with symbolic representation than story representation and verbal representation. (4) Student problem solving performance is influenced by his or her own informal strategies 2. The effect of teacher background on teacher belief about word problem solving instruction (1) More male than female teacher embrace “symbol-precedence view”. (2) More engineering and others background than mathematical background embrace “the structure of word problem instruction beliefs developed in this research”. (3) More engineering background than mathematical background embrace “word-problem -instruction view” and “symbol-precedence view”. (4) More others background than mathematical background embrace “word-problem-instruction view” and “algebraic-standing view”. (5) More “teachers who have been taught more than 60 classes” than “teachers who have been taught 25-59 classes” embrace “the structure of word problem instruction beliefs developed in this research”. (6) More “teachers who have been taught more than 60 classes” than “teachers who have been taught 25-59 classes” embrace “word-problem-instruction view” and “algebraic-standing view”. 3. The characteristics of elementary teachers' beliefs about word problem arranging and about word problem solving instruction, and the relationship between the two beliefs. (1) According to the characteristics of elementary teachers’ arrangement of word problem, they can be divided into the following three groups: a. Word problems with the structure of result-unknown are arranged as first priority. b. Word problems with symbolic representation, word representation and story representation are arranged in sequence. c. Word problems with the structure of start-unknown are arranged as first priority. (2) The teachers with different beliefs about word problem solving instruction have different evaluation of students’ performance on word problem solving. (3) The teachers with different problem arranging have different beliefs about word problem solving instruction. According to our research, we made some suggestions about curriculum material and instruction, teacher education, and the future research.

參考文獻


參考文獻
中文部分
方吉正(1998)。教師信念研究之回顧與整合-六種研究取向。教育資料與研究,20,36-44。
方逸芸(2000)。國中生活科技教師教學信念及其相關因素之研究。國立台灣師範大學工業科技教育學系碩士論文,未出版,台北市。
朱綺鴻(1999)。現職教師對教導數學歸納法意見初探。國立台灣師範大學科教研究所博士論文。

被引用紀錄


楊惠雯(2010)。虛擬教具應用於國中學生學習多項式展開與因式分解之影響〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842%2fNCTU.2010.00466

延伸閱讀