Employing Concept Mapping on the 4th Grade New Inhabitant Students to Enhance Their Capabilities in Solving Math-Word Problems

• Main Authors: SHU-YANG WANG, 王淑洋
• Other Authors: Chu-Hsun Kuo
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/94626722892296188325

碩士 === 明道大學 === 課程與教學研究所 === 99 === Abstract The aims of this study was to investigate the Reading Strategies through Concept Mapping（RSCM）in understanding the 4th grade new inhabitant students in math-word problem solving. This study employed quasi-experimental design method to gather the research data. The study target group was six 4th grade new inhabitant students in an elementary school of central Taiwan. Two instruments for this study titled "Reading test" and "Math word problem test" were used for quantitative assessment. After the teaching experiment, the description statistics, t-test, ANOVA, and correlation analysis were used to analysis the research data. The findings of this study are as follows： 1. The RSCM is conductive to the interest of learning when the new inhabitant students carried out the reading instructional experiment. 2. No significant effects has been found in solving math word problems when the new inhabitant students completed the reading text instruction via RSCM. 3. To the reading abilities, the general students as a whole is better than the new inhabitant students. 4. No significant effects has been found between the general students and the new inhabitant students in solving math-word problems after RSCM teaching experiment. 5. There existed a positive correlation between reading and solving math-word problems for both the general students and the new inhabitant students. 6. For the new inhabitant students, the “Question Translation” is proved as the most difficult part in solving math-world problems. Keywords: new inhabitant, reading strategies, concept mapping, math word problems, arithmetic