The Effects on the Performance of Solving 2-steps Arithmetic Problem with Different Types of Diagram Representation for Fourth Grade Student

• Main Authors: Yu-Ying Liu, 劉諭縈
• Other Authors: Ying-Hao Cheng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/36669029461829982281

碩士 === 臺北市立教育大學 === 數學資訊教育學系數學資訊教育教學碩士學位班 === 101 === The Effects on the Performance of Solving 2-steps Arithmetic Problem with Different Types of Diagram Representation for Fourth Grade Student Abstract This study aims at exploring the influences caused by different types of schematic drawing problems (including problems of line segment drawings, problems of contextual pictures, and problems of narration with pictures) and other related factors (including types of problems, the ability of reasoning and mathematical achievements) on fourth-grade elementary school students’ two-step four operational problem-solving. 　　Both written tests and an interview of two-stage were under process. Subjects of the written test were 683 students from 26 different classes in 5 schools’; 24 students were chosen for the interview. The researcher intended to understand more about students’ comprehension of the meaning of mathematical problems. The study results are stated as follows: 1. Subjects’ performance of both multiplication two-step problem-solving and division two-step problem-solving vary significantly; most subjects’ performed the best on solving problems of narration with pictures. 2. Problems of narration with pictures helped subjects of low-reasoning ability and low mathematical achievement improve the most significantly. 3. Problems of narration with pictures contributed to increase subjects’ interest of reading the problems. To both mid-achievement and low-achievement subjects, problems of narration with pictures could enhance subjects’ motivation of solving the problems. 　　 Keywords: schematic drawing, types of problems, ability of reasoning, mathematical achievements