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題名：數學成就表現與閱讀理解的關係：以TIMSS 2003數學試題與PIRLS 2006閱讀成就測驗為工具
書刊名：教育心理學報
作者：張建妤 引用關係／柯華葳 引用關係
作者(外文)：Chang, Chien-yu／Ko, Hwa-wei
出版日期：2012
卷期：44:1
頁次：頁95-115
主題關鍵詞：數學成就表現；閱讀理解；Mathematics performance；Reading comprehension
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:57
  • 點閱點閱:79
本研究採用IEA設計的TIMSS 2003和PIRLS 2006的測驗試題，探討四年級學童數學成就表現與閱讀理解的關係。調查結果顯示：參與本研究的四年級學童的測驗結果與TIMSS 2003台灣學童表現的分佈大略一致，男女學童在各數學內容領域表現的優劣有不一致的情形。 進一步將學童依數學成就表現的分數分成低分組、中分組和高分組學童，在數學成就表現與閱讀理解關係的分析發現：數學成就表現越好的學童，四種閱讀理解的表現也越好，但閱讀理解較能解釋低分組和中分組學童的數學表現。對於高分組學童的表現建議考量其他相關的數學知識和技能，對於低分組學童應加強其閱讀能力的培養。
The purpose of this study was to explore the relationship between mathematics achievement and reading comprehension of fourth graders. Student performance was assessed by TIMSS 2003 mathematics test items and PIRLS 2006 reading booklets. Results revealed that the performance of fourth graders confirmed earlier findings from the Taiwan TIMSS 2003 Mathematics study, except that there were small and inconsistent differences of performance between boys and girls in the five mathematical content domains. Based on students; mathematics performance, three groups - high, middle, and low mathematics performance groups - were identified. There is a positive relationship between mathematics performance and four reading comprehension. The reading cognitive comprehension accounted for the variance of mathematics performance for the middle- and lower-mathematics performance groups, but not for the higher-mathematics performance group. The findings suggested that mathematics knowledge and other mathematics abilities should be considered when evaluating higher-mathematics performance group, and that reading ability appear to be a critical foundation for the lower-mathematics performance group.
期刊論文
1.Jordan, N. C.、Kaplan, D.、Hanich, L. B.(2002)。Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study。Journal of Educational Psychology，94(3)，586-597。  new window
2.Hanich, L. B.、Jordan, N. C.、Kaplan, D.、Dick, J.(2001)。Performance across different areas of mathematical cognition in children with learning difficulties。Journal of Educational Psychology，93(3)，615-626。  new window
3.許家驊(20090600)。國小加減法數學文字題歷程導向解題診斷評量題組之編製發展與功能分析研究。教育心理學報，40(4)，683-706。new window  延伸查詢new window
4.Cummins, D. D.、Kintsch, W. K.、Reusser, K.、Weimer, R.(1988)。The Role of Understanding in Solving Word Problems。Cognitive Psychology，20(4)，405-438。  new window
5.Kintsch, W.、Greeno, J. G.(1985)。Understanding and Solving Word Arithmetic Problems。Psychological Review，92(1)，109-129。  new window
6.Ackerman, P. T.、Dykman, R. A.(1995)。Reading-disabled students with and without comorbid arithmetic disability。Developmental Neuropsychology，11，351-371。  new window
7.Rasanen, P.、Ahonen, T.(1995)。Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors。Developmental Neuropsychology，11，275-295。  new window
8.林碧珍、蔡文煥(20051200)。TIMSS 2003臺灣國小四年級學生的數學成就及其相關因素之探討。科學教育，285，2-38。  延伸查詢new window
9.秦麗花、邱上真(20040900)。數學文本閱讀理解相關因素探討及其模式建立之研究--以角度單元為例。特殊教育與復健學報，12，99-121。new window  延伸查詢new window
10.Cummins, D. D.(1991)。Children’s interpretations of arithmetic word problems。Cognition and Instruction，8(3)，261-289。  new window
11.Durand, M.、Hulme, C.、Larkin, R.、Snowling, M.(2005)。The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds。Journal of Experimental Child Psychology，90，113-136。  new window
12.Fuchs, L. S.、Fuchs, D.、Compton, D. L.、Powell, S. R.、Seethaler, P. M.、Capizzi, A. M.、Schatschneider, C.、Fletcher, J. M.(2006)。The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems。Journal of Educational Psychology，98(1)，29-43。  new window
13.Geary, D. C.、Bow-Thomas, C. C.、Liu, F.、Siegler, R. S.(1996)。Development of arithmetic competencies in Chinese and American children: Influence of age, language, and schooling。Child Development，67，2022-2044。  new window
14.Jordan, N. C.、Hanich, L. B.、Kaplan, D.(2003)。A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties。Child Development，74(3)，834-850。  new window
15.Light, L. G.、DeFries, J. C.(1995)。Comorbidity of reading and mathematics disability: Genetic and environmental etiologies。Journal of Learning Disabilities，28，96-106。  new window
16.Meneghetti, C.、Carretti, B.、De Beni, R.(2006)。Components of reading comprehension and scholastic achievement。Learning and Individual Differences，16，291-301。  new window
17.Passolunghi, M. C.、Pazzaglia, F.(2005)。A comparison of updating processes in children good or poor in arithmetic word problem-solving。Learning and Individual Differences，15(4)，257-269。  new window
18.Vilenius-Tuohimaa, P. M.、Aunola, K.、Nurmib, Jari-Erik(2008)。The association between mathematical word problems and reading comprehension。Educational Psychology，28(4)，409-426。  new window
會議論文
1.劉天翔、林原宏(2008)。一般學童與原住民學童的數學閱讀能力階層結構的分析。台東。  延伸查詢new window
研究報告
1.柯華葳、詹益綾、張建妤、游婷雅(2008)。PIRLS 2006報告：臺灣四年級學生閱讀素養 (計畫編號：NSC 96-MOE-S-008-002)。桃園縣：國科會科學教育處。  延伸查詢new window
2.Martin, M. O.、Mullis, I. V. S.、Foy, P.(2005)。IEA’s TIMSS 2003 international report on achievement in the mathematics cognitive domains findings from a developmental project。Chestnut Hill, MA。  new window
3.Mullis, I. V. S.、Martin, M. O.、Gonzalez, E. J.、Kennedy, A. M.,(2003)。PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools。Chestnut Hill, MA。  new window
學位論文
1.林麗華(2006)。國小數學不同成就學生對數學文字題的閱讀理解能力之探討。國立台南大學。  延伸查詢new window
圖書
1.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
2.劉秋木(1996)。國小數學科教學研究。臺北：五南圖書出版公司。new window  延伸查詢new window
3.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
4.邱皓政(2005)。研究原理與分析技術。量化研究法。台北。  延伸查詢new window
5.Badian, N. A.(1983)。Dyscalculia and nonverbal disorders of learning。Progress in learning disabilities \\ H. R. Myklebst (Ed.)。New York, NY。  new window
6.Martin, M. O.、Mullis, I. V. S.、Chrostowski, S. J.(2004)。TIMSS 2003 technical report, TIMSS and PIRLS International Study Center, Lynch School of Education。Chestnut Hill, MA。  new window
7.Mckenna, M. C.、Robinson, R. D.(2001)。Teaching through text: Reading and writing in the content area。Boston, MA。  new window
8.Riley, M. S.、Greeno, J. G.、Heller, J. I.(1982)。The development of children’s problem-solving ability in arithmetics。The development of mathematical thinking \\ H. P. Ginsburg (Ed.)。New York, NY。  new window
 
 
 
 
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