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題名 | 國小四年級學童數常識三階段診斷測驗工具的發展與應用之研究=The Development and Application of Number Sense Three-Tier Test for Fourth Graders |
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作者 | 余明杰; 李茂能; 楊德清; Yu, Ming-chieh; Li, Fred Mao-neng; Yang, Der-ching; |
期刊 | 科學教育學刊 |
出版日期 | 20160300 |
卷期 | 24:1 2016.03[民105.03] |
頁次 | 頁89-114 |
分類號 | 523.32 |
語文 | chi |
關鍵詞 | 三階段診斷測驗; 四年級; 數常識; Three-tier diagnostic test; Grade four; Number sense; |
中文摘要 | 本研究之主要目的在編製「國小四年級數常識三階段診斷測驗工具」,並以此測驗工具檢驗小四學童數常識的發展情形與信心指數。166位南部某公立小學四年級學生參與本研究。研究結果顯示:一、「四年級三階段數常識診斷測驗工具」具有良好的信、效度;二、四年級學童在數常識各因素之發展具有顯著差異,且學童於數常識之表現有待加強;不同數常識程度之樣本學童在數常識各成分間的發展上具有顯著差異以及數常識能力與學童之數學學習成就具有高度正相關性;樣本學童在使用數常識方法解題之比率偏低;三、第三階段之信心指數能夠進一步探索學生回答問題之真正想法。最後,依研究發現提出建議。 |
英文摘要 | The purposes of this study were to develop and apply the number sense three-tier test for fourth graders. One hundred and sixty six fourth graders from a public elementary school in southern Taiwan were selected to participate in this study. The findings were as follows. First, the Number Sense Three-tier Test for fourth graders has a good reliability and validity. Second, there is a significant difference among the four factors of number sense and sample students performed poorly on number sense. There is a significant difference on number sense performance among different levels of student achievement and there is a high positive relationship between mathematics achievement and number sense performance. The methods used by sample students were different for each number sense component. Third, the confidence index used in this study has important implications. Finally, the suggestions were discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。