| 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 aims to apply the Fuzzy Approach of Interpretive Structural Model (FAISM) to the analysis of the individualized concept structure for the sixth graders while studying geometry of Grade 1-9 curriculum.
In this research, 511 sixth graders of elementary schools in Taiwan were tested by using self-designed Geometry test, and then input the data of Geometry test to a mode of IRT BILOG-MG to calculate the ability of the students. According to the result, three groups are divided: high, medium, and low ability. In each group, the researcher takes random sampling to FAISM analysis and tries to draw the ISM graphs of the individualized concept structure.
Through the procedures of the analysis, the following conclusions were found.
1.The FAISM was a feasible way for analyzing the concepts structures of geometry.
2.The ISM graphs of examinees varied based on different abilities.
3.The individualized concept structure of each group varies greatly.
4.The high-ability students hold more hierarchies and have more linkage ability among different concepts; whereas the low-ability students show the contrary result.
5.The ISM graphs were different for those who have the same total scores but different response patterns.
6.According to the ISM graphs of the individualized concept structure, teachers can analyze the individualized concept structure of each student, and then design remedial curriculum.
7.Based on the referenced standard of expert’s concept structures, the ISM graphs of examinees with different-ability were quantitatively different.
The results of this study can be provided as the references for cognition diagnosis, remedial teaching and courses design. At last, based on the findings and results, some suggestions and recommendations for future research are provided.
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