| Summary: | 碩士 === 中原大學 === 教育研究所 === 100 === Abstract
This research aimed to explore the mathematics performance of eight-grader new immigrant children from Taoyuan County, and to explore the differences in eight -grader mathematics achievement between Southeast Asian immigrant children and Taiwanese children. In this study, 39 new immigrant children were selected to pair with 39 Taiwanese children from three schools from Taoyuan County in Taiwan. “The basic information questionnaire of new immigrant children,” and “eighth-grade mathematics achievement test” were the research instruments. In order to explore the differences in eighth-grader mathematics achievement between Southeast Asian immigrant children and Taiwanese children, this research used paired comparison of matching new immigrant children and Taiwanese children with 4 influencing factors which are socioeconomic status, school, gender and native language performance as control variables. Statistical analysis including descriptive analysis, paired- samples t test.
Based on the data analyses, the findings of the study are summarized as follows:
1. The performances of new immigrant children in eighth-grade mathematics achievement test are different from general assumption as people think.
2. The scores of new immigrant children in eighth-grade mathematics achievement test were significantly better than Taiwanese children.
3. The performances of new immigrant children on the subject of “number and quantity ”, “algebra ”, “geometry ” were significantly better than Taiwanese children.
4. There were significant differences in “conceptual understanding” and “procedure execution” abilities, and new immigrant children were better than Taiwanese children . But there were no significant differences in “problem solving” ability between new immigrant children and Taiwanese children .
Overall, the performances of new immigrant children in eighth-grade mathematics achievement were better than Taiwanese children by controlling those 4 influencing factors. New immigrant children may not be the disadvantaged learning group, the underlying causes of their poor academic achievement may be effected by these adverse factors.
According to the findings, implications and suggestions were provided for mathematics instructors, the educational authorities and the future researches.
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