本研究旨在以Fischbein, E. 等人（1985）所提出的暗隱模式（implicit model）為理論基礎，探討國小高年級學生在各種不同數值型態的乖除文字題的列式表現，並以國內學者鄭富森新近發展的「無參數試題反應理論」（item response theory of non-parameter）為分析工具，針對不同數值型態的乘除文字題，分析並歸納其試題特徵曲線（item characteristic curve，簡稱ICC）類型、難度、信度等相關試題的特性。 研究者以國立臺中師範學院輔導區（臺中市、臺中縣、彰化縣、南投縣）國小學童為研究對象，每縣（市）隨機抽取二所國小，每所小學又隨機抽取五、六年級各一班，組成研究樣本，共得有效樣本725名學童。 經過試題反應理論分析後，獲得以下結果： 一、乘法部份、依試題特徵曲線的形狀，可將試題分成五類型，隨著乘數為整數、帶小數、純小數，其試題的難度逐漸升高。 二、等分除部份，依試題特徵曲線的形狀，可將試題分成三類型。重要發現的是，根據「較大的數除以較小的數」（a larger number is divided by a smaller number，簡稱LDS）、「除數為整數」（multiplicator or divisor is integer，簡稱MDI）兩個原則，第I類型不違背LDS、MDI兩個原則；第II類型違背LDS、MDI其中一個原則；而第III類型則違背LDS、MDI兩個原則。且其試題難度隨著I、II、III類型逐漸升高。 三、包含除部份，依試題特徵曲線的形狀，可將試題分成三類型，同樣的，根據LDS的原則，第I類型不違背LDS原則；第II類型違背LDS、MDS其中一個原則，屬於過渡型試題；而第III類型則違背LDS原則，且其試題難度隨著I、II、III類型逐漸升高。而包含除與等分除不同的是，包含除三類型的試題特徵曲線，其影響分類的因素只有LDS原則，不似等分除部份，其影響因素有LDS、MDI兩個原則。根據試題反應理論的分析結果，將可對「暗隱模式」理論提供更進一步的解釋。此外，研究者亦根據研究的發現與缺失，提出國小數學教學上、課程設計以及未來研究等方面的建議。

　　　　　The purpose of this study was to investigate sutdents' performance in multiplication and division word problems, which consist of different number types. The theoretical orientation of the research was based on the "implicit model" propounded by E. Fischbein et al. (1985). The Item Response Theory of Non-Parameter software, developed by Fu-shen Teng, was used to analyze item characteristic curve (ICC) types, item difficulty, and reliability estimates of the test items. The target population of the study were students from the supervising districts of the National Taichung Teachers College; that is, elementary school students from Taichung city, Taichung county, Changhua county, and Nantucounty, A stratified random sample of 754 5th and 6th graders from the above four areas were chosen and 725 pupils participated in the study. The results of the study were as follows: 1. The multiplication word problems indicated five ICC types. When the multiplicators were integers, the test items were the easiest for the students. By contrast, when the multiplicators were pure decimals, the test items were the most difficult for the students. 2. The partition word problems revealed three ICC types. According to the rules of "a larger number is divided by a smaller number" (LDS) and "the multiplicator or divisor is an integer" (MDI), the items of the first category followed the above two rules and were thus the easiest for the students. The items of the second category violated one of the above two rules. The items of the third category violated the two rules and were the most difficult for the students. 3. The quotation word problems indicated three ICC types. The items of the first category did not violated the "LDS" rule, while those of the second category violate either the "LDS" or the "MDI" rule. Items of the third category violated the "LDS" rule. The "LDS" was the factor that determines the item difficulty and ICC types of the quotation word problems, while the "LDS" and "MDI" were the factors that influence the item difficulty and ICC types of the partition word problems. Finally, the authors offered suggestions for further research as well as teaching methods and curriculum planning for elementary school mathematics education.