| Summary: | 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 is to use fuzzy approach interpretive structural model (FAISM) in analyzing concept structure of mathematics indicators on number and quantity for fifth graders. This method integrates algorithm of fuzzy logic model of perception (FLMP) and interpretive structural model (ISM) to analyze the individualized concept structure. In this study, there are totally 535 fifth graders as study, and the paper-pencil test on number and quantity is designed by the researcher as a study tool. By using the AISM software, we can get the diagram of individualized concept structure, and compare different ISM diagrams. The results of this study are as follows:
1.The FAISM is a feasible way for analyzing the concepts structures of mathematics indicators on number and quantity.
2.Examinees with different ability own varied ISM diagrams.
3.Examinees with the same total score but different response patterns own varied ISM diagrams.
4.The similarity coefficients of ISM diagrams are both significantly different among examinees of different ability.
5.Based on the comparisons with expert, examinees of different ability have significantly different similarity coefficients.
The results of this study can be provided as the references for cognition diagnosis, remedial teaching and courses design. In addition, accronding to the findings, some suggestions and recommendations for future research are provided.
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