| Summary: | 碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The purpose of this study was to investigate second-graders’ understanding of line segment representation in solving addition and subtraction word problems. Five hundred and seventy-nine second graders from twenty-two classes within ten elementary schools in Taichung metropolitan area were investigated. An instrument, namely, understanding of line segment representation test, developed by the researcher, was administrated. Researcher then analyzed second graders’ performance and their response patterns.
The main findings of this study were as followed：
1. Second graders’ performance on “representation switching part-whole position”
was better than other representation, and on “representation changing segment
length with number size” was worse than other representation.
2. The correlation between second graders’ performance on “representation switching
part-part position” and “representation switching bottom up position” was high.
3. There’s no correlation between second graders’ performance on “representation
changing segment length with number size” with other representation.
4. Second graders’ understanding of line segment representation in different types of
word problems showed a variation.
5. The correlation between second graders’ understanding of line segment
representation and solving problems was low.
6. Second graders’ performance showed different levels of understanding on line
segment representation
7. Second graders’ performace on “representation changing segment length with
number size” in addition problems was better than that in subtraction problems
8. Second graders’ performance on “representation switching bottom up position” in
subtraction problems was better than that in addition problems
Finally, the study put forward suggestions for elementary school teachers and future studies based on the main findings of the study.
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