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題名 | 探討北北基地區國小三、四年級學童統計圖的理解表現=Explore the Statistical Graph Comprehension for the 3rd and 4th Grades Students of Taipei-Keelung Metropolitan Area |
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作者 | 陳怡仲; 王美娟; 林亭瑩; Chen, Yi-chung; Wang, Mei-chuan; Lin, Ting-ying; |
期刊 | 教育科學期刊 |
出版日期 | 20130600 |
卷期 | 12:1 2013.06[民102.06] |
頁次 | 頁1-33 |
分類號 | 523.3351 |
語文 | chi |
關鍵詞 | 統計圖理解; 長條圖; 折線圖; 圓形圖; Statistical graph comprehension; Bar chart; Line chart; Pie chart; |
中文摘要 | 本研究旨在暸解國小三、四年級學童統計圖理解的現況和差異性,並探究影響三年級學童對統計圖理解的可能因素。本研究採問卷調查法,以自編試題為研究工具,北北基地區國小三、四年級學童為母群體,立意選取6所學校,有效樣本為812人。以描述統計、獨立樣本t檢定及相依樣本單因子變異數分析等方法分析資料,以瞭解學童對統計圖的理解情形。另針對研究工具中,三、四年級學童得分未達顯著差異的試題訪談三年級部分學童,以探究影響國小三年級學童對統計圖理解的可能因素。研究結果發現:三種統計圖均可以在三年級進行教學:單一長條圖和單一折線圖的「知道」;可直接觀察圓形圖的扇形面積的大小。四年級的統計圖教學可以加強學童「推理」的能力。最後綜合研究結果提出之建議,可作為國小三、四年級數學課程中有關統計圖評量設計及課程安排之參考。 |
英文摘要 | The purpose of this study was to explore the comprehension towards statistical graphs performed by the 3rd and 4th grades students. This study used questionnaire research method. Subjects were 409 3rd and 403 4th grades students. In the research, the graph contexts, used in TIMSS 2011 mathematics cognition framework, including three types of questions-knowing, applying, and reasoning, and three types of statistical graphs-bar chart, line chart, and pie chart, were adopted to design our questionnaire. The results of dependent samples ANOVA illustrate that there is no sigter in reading than in applying, and than in reasoning. Also, the results of independent samples t-test illustrate that, no matter in each context or in each statistical graph, the performance of the 4th grade were better than the 3rd grade. According the results of research, we suggest that: 1. the program of three types of graphs-bar, line, and pie can be arranged at the 3rd grade; 2. enhance the ability of the 4th grade students to reason the data questions in statistical graph.The significant findings of the research will provide a process of assessment design and substantive guidelines for mathematical education authorities in the policy improvement. |
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