數學成就表現與閱讀理解的關係：以TIMSS 2003數學試題與PIRLS 2006閱讀成就測驗為工具

The Relationship between Mathematics Achievement and Reading Comprehension：TIMSS 2003 and PIRLS 2006 Test Items as Measuring Instruments

本研究採用IEA 設計的TIMSS 2003和PIRLS 2006的測驗試題，探討四年級學童數學成就表現與閱讀理解的關係。調查結果顯示：參與本研究的四年級學童的測驗結果與TIMSS 2003 台灣學童表現的分佈大略一致，男女學童在各數學內容領域表現的優劣有不一致的情形。進一步將學童依數學成就表現的分數分成低分組、中分組和高分組學童，在數學成就表現與閱讀理解關係的分析發現：數學成就表現越好的學童，四種閱讀理解的表現也越好，但閱讀理解較能解釋低分組和中分組學童的數學表現。對於高分組學童的表現建議考量其他相關的數學知識和技能，對於低分組學童應加強其閱讀能力的培養。

The purpose of this study was to explore the relationship between mathematics achievement and reading comprehension of fourth graders. Student performance was assessed by TIMSS 2003 mathematics test items and PIRLS 2006 reading booklets. Results revealed that the performance of fourth graders confirmed earlier findings from the Taiwan TIMSS 2003 Mathematics study, except that there were small and inconsistent differences of performance between boys and girls in the five mathematical content domains. Based on students’ mathematics performance, three groups - high, middle, and low mathematics performance groups – were identified. There is a positive relationship between mathematics performance and four reading comprehension. The reading cognitive comprehension accounted for the variance of mathematics performance for the middle- and lower-mathematics performance groups, but not for the higher-mathematics performance group. The findings suggested that mathematics knowledge and other mathematics abilities should be considered when evaluating higher-mathematics performance group, and that reading ability appear to be a critical foundation for the lower-mathematics performance group.