Concept Structure Analysis of Number and Quantity for sixrth Graders

• Main Authors: Shou-Huei Yang, 楊淑惠
• Other Authors: Yuan-Horng Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/27517096922485688085

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 97 === The purpose of this study was to analyze the individualized hierarchical structures of number and quantity mathematics indicators for sixth graders. The researcher first tested 546 sixth graders of elementary schools by using self-designed number and quantity mathematics indicators test. Secondly, the researcher analyzed the raw data through FAISM based on Fuzzy Logic Model of Perception, Item Response Theory and the algorithm of Interpretive Structural Model of fuzzy alpha-cut to get the individualized hierarchical structures of number and quantity mathematics indicators. Finally, the researcher compared the differences of the individualized hierachical structures of among high, middle, low-ability examinees and the experts. Through the procedures of the analysis, the following conclusions were made. 1. The ISM graphs of examinees varied based on different abilities 2. The ISM graphs were different for those who had the same total scores but different response patterns. 3. Based on the referenced standard of experts’ mathematics indicators structures, the ISM graphs of examinees with different-ability were quantitatively different. The findings of this study might be helpful for understanding the learning process of number and quantity mathematics indicators and as references for remedial instruction or group teaching. Finally, some recommendations and suggestions for future research are provided.