表徵策略教學對提昇國小低解題正確率學生解題表現之效果研究

The Effects of Representation Strategy Teaching on the Problem Solving Performance of Fifth Graders

本研究以三個實驗探討表徵策略教學對國小低解題正確率學生的解題效果。
實驗一的受試者是30名國小低解題正確率學生。結果發現國小低解題正確率學生解「比較」類應用題的困難主要是在問題表徵階段。
實驗二的受試者是高、低解題正確率學生各15名。從學生的口語資料中發現：學生在「不一致語言」問題中產生逆轉型錯誤的原因，一是忽略關係句中的「比」或「是」字，而將句中的主詞與受詞的位置倒置。二是因為使用「關鍵字解法」。另外，高、低不同解解題正確率學生在解二階步比較類應用題時所畫的圖示類別有所差異。
實驗三是表徵策略教學效果的實證研究。受試者同實驗一。研究者將之隨機分派為實驗組與控制組，每組15名。實驗組學生接受三次表徵策略教學。控制組學生則進行三次評定問題困難度的活動。研究結果顯示：實驗組學生在數學解題測驗「標的題」上所產生的逆轉型錯誤比率、「一般題」及整體測驗上所產生的全部錯誤比率低於控制組學生。而在「遷移題」上所產生的逆轉型錯誤比率與控制組學生沒有顯著差異。

This study investigated the effects of representation strategy teaching on the performance of low accuracy problem solvers. Three experiments were conducted. Thirty 5th graders who were identified as low accuracy problem solvers participated in Experiment Ⅰ. Results showed that the consistency effect mentioned in Lewis and Mayer (1987) was confirmed. In Experiment Ⅱ,using verbal protocol data of 15 low and 15high accuracy problem solvers. Two reasons which may explain reversal error in the inconsistent language problems were found to be: (1) the negligence of the words 'compare' and 'is' in relational statement, and (2) using keyword solving strategy. High and low accuracy problem solvers had distinct representational strategies in sovling two-steps compare word problems. The subjects in Experiment Ⅲ were the same as those in ExperimentⅠ. They were randomly assigned to experimental group and control group. The experimental group was instructed to translate statements in problems and to create number-line diagrams that integrated the information in compare problems, while control group was instructed to rate the difficulty of word problems. In summary, this study indicated that even with 40 minutes instruction of representation training to remediate students erroneous comprehension process for arithmetic word problems, can be useful to promote low accuracy problem solver's performance.