國小學童數學直覺法則之認知評量分析與性別差異探討

Application of Cognitive Assessment on the Usage of Intuitive Rule for Pupils with Comparisons between Genders

林原宏;郭竹晏
Yuan-Horng Lin;Chu-Yen Kuo


所屬期刊： 第6卷第4期 「測驗與評量」
主編：國立臺灣師範大學教育心理與輔導學系
林世華
系統編號： vol023_04
主題： 測驗與評量
出版年份： 2010
作者： 林原宏;郭竹晏
作者(英文)： Yuan-Horng Lin;Chu-Yen Kuo
論文名稱： 國小學童數學直覺法則之認知評量分析與性別差異探討
論文名稱(英文)： Application of Cognitive Assessment on the Usage of Intuitive Rule for Pupils with Comparisons between Genders
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論文頁數： 32
中文關鍵字： 直覺法則;混合Rasch模式;認知診斷;潛在類別
英文關鍵字： cognition diagnosis;intuitive rules;latent class;mixed Rasch model
服務單位： 國立臺中教育大學數學教育學系教授;桃園縣桃園市西門國小教師
稿件字數： 15090
作者專長： 數理統計;模糊理論;數學科多元化評量
投稿日期： 2009/10/31
論文下載： pdf檔案icon
摘要(中文)： 直覺理論指出學童在數學問題常使用「More A─More B」、「Same
A─Same B」、「無限細分」、「有限細分」等四種直覺法則（intuitive
rule），這些法則會影響學童的數學解題表現。然而，學童使用這四個直覺
法則的相關性和分群的問題，以及不同性別在表現上的差異性，文獻上卻甚
少探討。基於此，本研究以國小五年級學童為對象，探討這四種直覺法則之
相關性，利用多元計分混合Rasch模式（polytomous mixed Rasch model）
進行直覺法則使用之分群，並進行性別表現差異探討。多元計分混合Rasch模
式結果指出，全體學童和不同性別學童都可分成三個潛在類別，每個類別呈
現的直覺法則使用各具特徵。不同性別之直覺法則使用相關性有所不同，但
在各類別的人數分佈上並無差異。本研究結果有助於直覺法則的進階瞭解，
以及提供教師採取同質性分組及補救教學之參考。
摘要(英文)： Intuitive theory had generated four intuitive rules about mathematics problems. Hence,intuitive rules played an important role in the mathematics education and mathematical concept construction. Research into this issue improved understanding of mathematical
concept construction. However, most of the research focused on performance of intuitive rules and little was known about the dependence and relationship of these intuitive rules
with comparisons between genders. The purpose of this study was to investigate latent class of rule usage and relationship on intuitive rules for pupils. The sample included fifth graders and polytomous mixed Rasch model was used to classify pupils. According to the
results of data analysis, relationship among four intuitive rules varied. There were three latent classes and each latent class displayed its characteristics on intuitive rule usage.
Relationship of intuitive rule usage between genders varied, but there was no significant difference in distribution of latent class for genders. Finally, results of this study improved understanding of intuitive rules and provide references for teachers on instruction.
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