解題者的知識結構，會影響解題者是否能提取適當的解題基模，進而影響解題能否成功。 本研究旨在探究國小學生在解數學文字題時，其對數學文字題所形成的問題結構，與其數學解題表現兩者之間的關係。 本研究採用相關研究法，以36位國小六年級學生為研究對象，研究結果發現： (一)對於數學文字題題目相似性的分類作業，數學解題表現較差的學生，會採用「相似的表面結構」作為分類的原則；數學解題表現較佳的學生，會採用「相似的深層結構」作為分類的依據。 (二)國小學生的問題表面結構之向度聯結分數與其數學解題表現，有顯著的負相關；國小學生的問題深層結構之向度聯結分數與其數學解題表現，有顯著的正相關。 (三)國小學生的問題表面結構之純類別分數與其數學解題表現，有顯著的負相關；國小學生的問題深層結構之純類別分數與其數學解題表現，有顯著的正相關。

The problem solvers’ knowledge structure has great influence on problem schema and the causes of problem solving. The purpose of the research is to study 36 elementary school students of the sixth grade and to understand their problem structure of mathematical word problems and the relationship with performance of mathematical word problems. The findings of the research are below: (1).With regard to classification assignment of mathematical word problems, low mathematical ability students adopt ”surface structure” as the principle of classifying. High mathematical ability students adopt ”deep structure” as the principle of classifying. (2). A significant negative correlation between dimensional association scores in problematic surface structure and performance in solving mathematical problems was found. A significant positive correlation between dimensional association scores in problematic deep structure and performance in solving mathematical problems was found. (3). A significant negative correlation between pure category scores in problematic surface structure and performance in solving mathematical problems was found. A significant positive correlation between pure category scores in problematic deep structure and performance in solving mathematical problems was found.