| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 95 === The purpose of this study was to find the impacts of problem posing activities incorporate fifth grade primary school mathematics learning towards non-words problems, words problems, non-routine problems solving representation and mathematics attitude scale of different gender and talent levels students .This study was conducted as a quasi-experimental design. After 7 weeks of instruction, both groups took a mathematics problem solving assessment and mathematics attitude scale. One-way ANCOVA and two-way ANCOVA were conducted to test hypotheses.According to the analysis from the experiment, the study reached the following conclusions:
一、Students who received problem posing activities incorporate mathematics learning presented relatively better than students who the received ordinary instruction in mathematics problems solving representation, words problems and non-routine problems solving representation.
二、There was no significant difference in non-words problems solving representation between students who received problem posing activities incorporate mathematics learning and students who the received ordinary instruction.
三、There was no significant difference in mathematics problems solving representation, non-words problems, words problems and non-routine problems solving representation between different talent levels students.
四、There was no significant difference in mathematics problems solving representation, non-words problems, words problems solving representation between different gender students.
五、Schoolboys who received problem posing activities incorporate mathematics learning presented relatively better than schoolgirls who received received problem posing activities incorporate mathematics learning in non-routine problems solving representation.
六、Students who received problem posing activities incorporate mathematics learning presented relatively better than students who the received ordinary instruction in mathematics attitude scale.
七、There was no significant difference in mathematics attitude scale between different talent levels students and different gender students.
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