自行閱讀與文本編排對國一學生有關勾股定理的概念、程序與解題表現之影響

Abstract

本研究旨在瞭解自行閱讀與閱讀不同編排順序的文本對國一學生有關勾股定理的概念、程序與解題表現之影響。 本研究編擬有關勾股定理的「證明優先」與「應用優先」文本，這兩種文本的內容相同但編排順序不同；以及編製概念、 程序與解題表現前後測試卷。在蒐集前後測資料後，主要以多變量與單變量變異數分析處理實驗資料。研究結果顯示， 閱讀不同文本與學生程度之間存在顯著的交互作用；而且並非只要透過自行閱讀文本（測驗時也未收回文本）， 就一定有利於提升高、中、低三種程度的學生在概念、程序和解題等數學能力的測驗成績。

The purpose of this study aims at understanding the effects of reading texts by oneself with different layouts on 7th graders’ mathematical performance about “Pythagorean Theorem.” This study designed “proof-first” and “application-first” texts, and instruments for testing mathematical performance about “Pythagorean Theorem.” After collecting pre-test and post-test data, the statistical method of ANCOVA was mainly used to analyze experimental data. The results showed that the interaction between text layouts and students’ mathematical abilities was statistically significant, and that students, who read a mathematical text by themselves as testing in mathematics related to the text, did not necessarily perform better than students, who did not read the mathematical text by themselves as testing.