以數學閱讀融入合作擬題教學對國小三年級學童同分母分數加減問題解題表現之研究

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題名:
以數學閱讀融入合作擬題教學對國小三年級學童同分母分數加減問題解題表現之研究
著者: 黃信維; Huang, Hsing-Wei
黃建中; Huang, Chien-Chung; 應用數學系數學科教學碩士班
主題: 同分母分數加減; 數學態度; 合作擬題; 數學閱讀; Mathematical attitudes; Cooperative problem-posing; Mathematical reading; Addition and subtraction of fractions with the same denominator
描述: 本研究旨在探討以數學閱讀融入合作擬題教學對國小三年級學童同分母分數加減問題解題表現和學童數學態度是否受到教學的影響，研究者以質量並重的研究方式，先量化以了解國小三年級全體樣本對同分母分數加減問題的解題表現，然後比較實驗班和對照班在同分母分數加減問題的解題表現是否具有差異，再比較實驗班進行實驗教學前後的數學態度表現是否具有差異，最後針對實驗班高、中、低分組之學童做更深入之質性晤談分析探討。本研究採用準實驗教學法，挑選高雄市楠梓區某國小三年級某一班為實驗班，再挑選另一班採取傳統教學法之班級作為對照班，2班學生共59人為研究樣本，完成研究者自編之「同分母分數加減問題測驗」，並採用宋藍琪（2007）的數學態度測驗對實驗班做前、後測，以SPSS為統計工具，透過描述性統計、單因子共變數分析和成對樣本t檢定等方法分析量化資料，也對實驗班學童進行半結構性晤談蒐集質性資料，以質量並重的方式分析報告研究結果，整理如下：1.國小三年級學童在六種分數問題情境的同分母分數加減解題表現不同，高分群與低分群學童的表現高低落差很大，實驗班學童的解題表現優於對照班，整體在同分母離散量（單位內容物為單一）減法類型表現最佳，而在同分母離散量（單位內容物為單一）加法類型表現最差。2.以數學閱讀融入合作擬題教學（實驗班）和傳統講述教學（對照班），對於國小三年級學童同分母分數加減問題測驗解題表現上具有顯著差異。3.實驗班學童在接受以數學閱讀融入合作擬題教學之後，其在數學學習態度表現上並無顯著差異。4.在比較實驗班不同程度的學童在同分母分數加減測驗的解題表現後，發現三組學童均能閱讀出數學文字題當中的數學關鍵字，將題意中的單位分數進行合成與化聚，用數學算式紀錄解題過程和結果；高分組和中分組學童在閱讀理解題意、分數「部份-全部」間的單位換算、二階段數學算式、口語分析算式和反省思考能力均明顯優於低分組。
This study aimed to investigate the effects of integrating mathematical reading into cooperative problem-posing instruction on third graders’ performances of solving addition and subtraction of fractions with the same denominator. In addition, their mathematical attitudes were also explored. Both quantitative and qualitative methods were utilized to collect and analyze the data in this study. All the participants’ performance of solving addition and subtraction of fractions with the same denominator was first quantitatively examined. Second, the performance of solving addition and subtraction of fractions with the same denominator between experimental and controlled classes was compared. Third, the mathematical attitudes of the experimental class were probed before and after the experimental teaching. Finally, the experimental class was homogenously divided into three groups: high-achievers, medium-achievers and low-achievers. All of them further received qualitative interviews. This study adopted quasi-experimental research method. The participants were 59 third graders from two classes of Nanzih Municipal Elementary School in Kaohsiung city. One class was experimental group receiving integrating mathematical reading into cooperative problem-posing instruction while the other was the controlled group receiving traditional teaching method. The instruments of the study included a test of “Addition and Subtraction of Fractions with the Same Denominator Questions” designed by the researcher and a questionnaire regarding mathematical attitudes designed by Sung (2007). The statistic tools of SPSS including descriptive analysis, one-way ANCOVA and paired samples t-test were used to analyze the collected data. Moreover, semi-structured interviews were conducted for the experimental class to further collect the qualitative data. The results were summarized as follows: 1.Third graders’ performance of solving addition and subtraction of fractions with the same denominator was different in six types of questions. The result also showed the great gap between the performance of high-achievers and that of low-achievers. In addition, the solving performance of experimental class outperformed that of the controlled class. Most of the students in the experimental class did best on subtraction of fractions with the same denominator in discrete quantity. However, they did worst on addition of fractions with the same denominator in discrete quantity. 2.There were significant differences between the experimental class and the controlled class on their performance of solving addition and subtraction of fractions with the same denominator. 3.Students’ attitudes towards learning mathematics in the experimental class were not significantly enhanced after receiving integrating mathematical reading into cooperative problem-posing instruction.4.Comparing the performance of high-achievers, medium-achievers and low-achievers on solving addition and subtraction of fractions with the same denominator, it was found that all these three groups of students could comprehend the key words in math word problems and could also process the synthesis and conversion of fractions according to the question meaning. Besides, they could use mathematical equations during the solving process and further to record the results. However, high-achievers and medium-achievers significantly outperformed low-achievers in terms of reading comprehension of math word problems, unit conversion of part-and-whole fractions, two-stage mathematical equations, oral analysis of equations and reflection ability.
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建立日期: 2014
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5808
資源來源: NUTN IR

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以數學閱讀融入合作擬題教學對國小三年級學童同分母分數加減問題解題表現之研究

黃信維; Huang, Hsing-Wei 黃建中; Huang, Chien-Chung; 應用數學系數學科教學碩士班 2014

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