| Summary: | 碩士 === 國立花蓮教育大學 === 數學系碩士班 === 96 === This study aimed to explore the differences of problem-solving performances for different problem contexts for 4th graders. In this study, we focus on the number and operation concepts that have been taught in the third grade curriculum and design 3 context assessments of problem solving. There were 100 4th graders participated in this study.
The results showed that, the contexts were different but the mathematics concepts and problem solving strategies were isomorph, the students showed slightly different performances from descriptive statistics view, but there was no statistical significant, the students performance better on the money situation, especially on the real money situation. Further, considering the mathematics abilities, the highest and lowest achievement students, the real money situation was more sense making for their performance, the second context was virtual money situation, the non-money situation was not as well as money situation. For the middle achievement level students, their performances were different the other two groups.
Based on the results, when the teachers attempt to improve student math problem-solving ability and motivation for learn mathematics, they should consider the sequence of life-related issues for designing the problem-posing , in order to promote the students to solve the problem within the meaning of and enhance their problem-solving performance.
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