Reading Comprehension and Problem Solving of the Sixth Graders in Factor and Multiple Word Problems

• Main Authors: TSENG CHIN HO, 曾金和
• Other Authors: 楊瑞智
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/45305207569966515626

碩士 === 臺北市立大學 === 數學教育碩士在職專班 === 102 === This research explores the reading comprehension and problem-solving of factor and multiple word-problems by the the sixth graders, and distinguishes the reading comprehension performances and problem-solving in factor and multiple word-problems by the sixth graders with different abilities. Based on the research findings, implications and suggestions were provided for the math teaching and counseling strategies. This article takes the twenty-seven sixth graders in a regular class in Taipei as the study target and scope, the reading comprehension worksheets of factor and multiple word problems as the research tool, do a survey in order to understand their math reading comprehension and problem-solving concepts. In addition to the survey, pick two overachievers and two underachievers in another regular class as the study target and scope for survey and individual qualitative interview to understand the differences between math reading comprehension and the relevant problem-solving concepts. According to the reading comprehension worksheets and the analysis of the individual qualitative interview, the results of the class reading comprehension performance are as follows﹕ first, in direct understanding﹕about 79% of the twenty-seven sixth graders can acquire the entire message in the problem situations; second, in interpretation and understanding﹕about 66% of the students can interpret the ideas and message of the problem situation completely;. third, in problem-solving performance﹕about 40% of the students can solve the problem accurately, about 23% of the students solved the problem incompletely, about 37% of the students solved the problem incorrectly or did not answer. The results of the reading comprehension performance of individual interviews are as follows﹕overachievers can acquire important messages according to the problem, and did a good job in interpreting the ideas and messages of the problem situation; underachievers can acquire important messages and interpret the ideas according to the simple problems, they can only interpret the part of ideas and messages in some factor word-problems, multiple word-problems and the concept problems of prime numbers, even worse, they’ll misunderstand the ideas and messages of the problem situation. In problem-solving, overachievers can decode the natural language into math language in accordance with the context of the problem, and finally get an answer according to math calculation procedures; underachievers were easy to get lost in the decoded context and were not able to understand what the problems really mean, such as the concepts of common multiple and prime numbers, etc., need improving.