數學文字比較題語意結構對國小六年級學生解題影響之研究

The Effect of the Semantic Structure on Solving Arithmetic Word Problems for Sixth Grade Students

本研究主要根據數學文字比較題不同的語意結構，探討學生解題表現及其差異，並分析學生解題失敗的可能原因及其解題策略。研究對象為100 名國小六年級學生，工具為自編測驗。主要發現如下：一、對國小六年級學生而言，二個變數、加減運算、一致性語言結構的題目最簡單；三個\r變數、乘除運算、不一致性語言結構的題目最困難。二、學生在回答各類不同語意結構題目的差異情形達到顯著性。三、學生在回答一致性語言問題時，較多是計算錯誤；回答不一致性語言問題時，較多是運算符號錯誤。四、學生在解加減運算題目時，較多採關鍵字策略；在解乘除運算題目時，較多採「×」乘號。根據研究結果，本研究提出對教師教學及未來研究之建議。

This study was based on the semantic structure of arithmetic word problems and aimed to explore the solving process of sixth grade students and their results. Furthermore， this study examined students’ problem representation and operation to understand the possible reasons for unsuccessful problem solving and their solving strategies. Data were collected from 100 sixth grade students. The instrument was a self-developed test. The main finding of this study were as follows:For sixth grade students， the questions concerning two variables with adding and subtractions operation， consistent language problems are the easiest questions; three variables with multiplication and division operation， inconsistent language problems are the most difficult questions.1. The results show the significant differences for students while solving different type of semantic structure of arithmetic word problems.2. In consistent language arithmetic word problems， the failure is caused by wrong calculation; in inconsistent language arithmetic word problems， the failure is mainly caused by misusing operation symbols.3. In addition and subtraction questions， most students use calculation symbols to match the key words However， in the multiplication and division questions， most students use multiplication symbols.4. In addition and subtraction questions， most students use calculation symbols matched the keywords However， in the multiplication and division questions， most students use multiplication symbols.According to the result， suggestions for teachers’ teaching and future studies wereprovided.