| Summary: | 碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 92 === The primary purpose of this research is to explore the performance of problem-solving capability of the student based upon the viewpoint of realistic situation. By means of the “Word Problem of the Realistic Situation” as a
tool, request students to write out their doings and thoughts, and add up the interviews made to students to find out the consideration and influence of the realistic situation that students act as an element of consideration.
Taking 101 students studied in the fifth and the sixth grade in the primary school , the primary researching results are specified as follows:
1.There is a limited difference in numbers that use the realistic situation to solve the problem among the three situations, when the students of the primary school face the mathematic word problem under the three different situations of “school”, “family”, and “stores”.
2.The students in the primary school face the six different mathematics concepts in these word problems as the ”division-of-remainder---the quotient unconditionally added one”, “division-of-remainder---the remainder unconditionally rounded off”, addition-subtraction, relationship-proportionality, length and area; the number that they use the realistic situation in considerations is the highest at the subject of ”division-of-remainder---the quotient unconditionally added one”..
3.The realistic consideration of the students in the primary school was different among problem contexts and mathematics concepts.
4.There was a strong tendency to exclude real-world knowledge when students in the primary school face the word problem of the consideration of realistic situation.
5.The possible factors that affect students to made their realistic situation consideration are : life’s experience, keyword of the word problems, contents of the teaching materials, hidden beliefs for problem-solving, and graphs.
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