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數學新課程對學生數學解題能力與數學態度影響之研究

高石城 吳鐵雄; 國民教育研究所 1999

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  • 題名:
    數學新課程對學生數學解題能力與數學態度影響之研究
  • 著者: 高石城
  • 吳鐵雄; 國民教育研究所
  • 主題: 數學解題; 數學態度; 數學解題能力測驗; 數學態度量表
  • 描述: 摘 要 本研究主要以自編之「國小高年級數學解題能力測驗」、「國小高年級數學態度量表」，探討數學科新課程對學生數學解題能力與數學態度的影響。研究重點如下：（一）以數學解題歷程的觀點，編製一份「國小高年級數學解題能力測驗」；（二）編製一份「國小高年級數學態度量表」；（三）以自編之「國小高年級數學解題能力測驗」，探討數學科新課程實驗班和普通班學生數學解題能力的差異情形。（四）以自編之「國小高年級數學態度量表」，探討數學科新課程實驗班和普通班學生數學態度的差異情形。 本研究從全國三十一所參與數學科新課程教學實驗的學校，考慮學校所在位置的北、中、南、東區域，以及城鄉的情形，選取7所實驗學校作為資料蒐集的對象。以每一所學校的兩個實驗班，計有十四個實驗班，471位學生，作為數學科新課程實驗班學生之研究樣本。並請學校推舉學科能力與實驗班相近的2個普通班，計有十四個普通班，491位學生，作為數學科現行課程普通班學生之研究樣本。 本研究自編之「國小高年級數學解題能力測驗」全量表共有35個試題，具有不錯的信度；但各分測驗可能因為題數太少，導致信度有偏低的情形。透過因素分析、多元回歸分析，及與在校國語科、數學科成績的相關顯示，本研究自編之「國小高年級數學解題能力測驗」具有良好的建構效度與效標關聯效度。 自編之「國小高年級數學態度量表」分為「數學自信」、「數學有用性」、「數學動機」、「數學焦慮」四個分量表，全量表有50個試題，具有良好的信度（內部一致性係數達.88到.97）。透過因素分析及與在校國語科、數學科成績的相關顯示，自編之「國小高年級數學態度量表」具有良好的建構效度與不錯的效標關聯效度。 在經過六年的數學科新課程實驗教學後，以傳統結果導向的評量來看，實驗班學生的解題表現優於普通班學生；就整體解題能力來看，數學科新課程實驗班學生優於普通班學生；比較各解題成分發現，除「執行解題」方面無明顯的差別外，在「基本知識」、「題意理解」、「解題計畫」等方面，實驗班學生的表現都顯著由於普通班學生。 在數學態度而言，數學科新課程實驗班學生對於數學所持的態度，明顯的比普通班學生更趨於正面。實驗班學生在「數學自信」、「數學動機」、「數學焦慮」等方面，都顯著優於普通班學生；而在「數學有用性」方面，實驗班與普通班學生都認為數學是有用的學科，並無明顯的差異。
    Abstract My research, which is based on "resolving math questions ability test of the senior students in elementary school" and "math attitude test of the senior students in elementary school" made by myself, discusses the new math course''s effect upon students'' resolving ability. The important points are described as following: (A) To make a "resolving math questions ability test of the senior students in elementary school " test paper based on the views of math-resolving process. (B) To make a "math attitude test of the senior students in elementary school." (C) To discuss the differences of resolving ability between new math course experiment classes and general classes according to "resolving math questions ability test of the senior students in elementary school " made by myself. (D) To discuss the differences of math attitude between new math course experiment classes and general classes according to "math attitude test of the senior students in elementary school." made by myself. My research considers school''s situation and town-city environment, and then seven experiment schools are chosen to collect the materials. Every school has two experiment classes, so there are totally fourteen classes, including 471 students to be the research models. Besides, each school has two general classes whose subjects'' grades are similar to the experiment ones. There are 14 general classes, including 491 students, to be the research models of current math course. There are 35 test items in my "resolving math questions ability of the senior students in elementary school ", which has good reliability, but too few items of subtests cause low reliability. Through factor analysis , multiple regression, and the effect that my test has closer relation with students'' math grades than their Chinese grades, it proves that my "resolving math questions ability test of the senior students in elementary school "has good construct validation and criterion-related validation. My "math attitude test of the senior students in elementary school" includes math-confidence、math-useful、math-motivation、math-anxiety. The whole test has fifty test items, which have good reliability. Through factor analysis and the effect that my test has closer relation with students'' math grades than their Chinese grades, it proves that my "math attitude test of the senior students in elementary school" has very good construct validation and nice criterion-related validation. After six-year experiment teaching of new math course, the resolving performances of experiment classes are superior to the general ones; the whole resolving ability of experiment classes are superior to the general ones. When the resolving contents are compared, I find that experiment classes are superior to general ones except for "basic knowledge", "item recognition", and "resolving plans." The math attitudes of experiment classes tend to be more positive than the general ones. Experiment classes are superior to the general ones in " math-confidence " " math-motivation " and "math-anxiety ". There is no obvious differences between them in math-useful.
    碩士
  • 建立日期: 1999
  • 格式: 121 bytes
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  • 語言: 中文
  • 識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4740
  • 資源來源: NUTN IR
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