A Study of Reading Comprehension of the Second Graders in Addition and Subtraction Word Problems of Comparative Type

• Main Authors: Hsu Shu Chen, 許淑真
• Other Authors: 楊瑞智
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/39979452722100672849

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 main purpose of this study was to explore the reading comprehension expression of elementary second grade students in addition and subtraction word problems of comparative type. Research questions include unknown difference quantity, unknown compared quantity, unknown reference quantity, redundant message and two-step questions as well as three processes based on self-compiling reading comprehension which included message retrieval, integration and interpretation, and reflection and evaluation. This study, focusing on different types of questions, scrutinized students’ interpretations to the meaning of problems, and analyzed as well as explored students’ reading comprehension performance of message retrieval as well as integration and interpretation in addition and subtraction word problems of comparative type. Conclusions of this study were as follows: I. In terms of message retrieval performance, students were able to retrieve the relationships among situation, quantity and message through the text or graphic method or to use algorithm to express problem meanings, in which, problem type of more difference quantity ratio and less compared quantity were with best performance, followed by the performance of redundant message and two-step questions, whilst question type of reference quantity were with the highest difficulty. II. With respect to the performance of integration and interpretation, students were able to draw our problem situations specifically, or used graphics context way to explain the meaning of theme or message and to conduct activities comparison, in which, the performance of unknown difference quantity was better than unknown compared quantity whilst the performance of the later one was better than unknown compared quantity. The interference of redundant message led students to generate mistakes in integration and interpretation. Student often integrated message incorrectly, mistaking two-step problems as problems of one-step. III. Students with inferior performance in the process of integration and interpretation tended to be affected by words of "less", "compare", "more", "and" or only retrieve a single-part of message as judgmental strategy for problem-solving. Thus, this study suggested that they should establish the knowledge fundamental mode of "part - part - whole”. Keywords: reading comprehension, addition and subtraction word problems, comparative type