英文論文名稱: To Explore the Factors of Affecting on Learning Addition and Subtraction Computation and Error Patterns of Addition and Subtraction Computation of Han and Aboriginal Students in the Second Grade of Elementary School



[ 摘要 ]

本研究旨在探討國小二年級漢原族群學童的加減運算學習情形與解題錯誤類型之分析。研究者以「國小二年級加減運算」做為測驗工具，並由屏東縣與台東縣之國小二年級學童中取樣漢族學童25人、原住民學童29人為研究樣本，進行施測。研究設計採用質與量的調查晤談方式，蒐集並分析資料，得到以下的結論：漢原族群學童在加減運算的學習表現，漢族學童明顯的優於原住民學童。

漢原學童的學習表現會受到學童個人、學童的生活環境以及其學習資源等因素的影響。學童對數學的學習興趣與動機乃是影響學童學習表現的個人心理因素，而教師的教學方式、學童學習概念的成果則是學習資源影響學童學習表現的因素，再者，族群天性、單親家庭及隔代教養問題、社區資源、家長對學童的期望與管教、家長的教育程度與社經地位等，都是生活環境影響學童學習表現的因素。

漢原學童加減運算的錯誤類型及成因有，因缺乏耐性而答題粗心大意或隨便回答；因粗心大意而使用不正確的條件、將被減數與減數的位置顛倒放置、發生錯看運算符號、某位數的數字計數錯誤、忘記十位數已借出1或計算正確，答案寫錯的情形；因概念不足而缺乏以圖形或算式填充題表徵題意的能力、缺乏轉換單位量的能力、自行創造計算規則，胡亂計算；因閱讀能力不足而不瞭解題意或決策錯誤。

根據以上研究結果，研究者提出幾項具體建議，以供教師教學及未來研究參考。



[ 英文摘要 ]

The purposes of the study were to explore the learning situation and analyze error patterns of addition and subtraction computation of Han and aboriginal students in the second grade of elementary school in Taiwan. 25 Han students and 29 aboriginal students were participated in this study. Both qualitative and quantitative methods were adopted in data collection and analysis. The conclusions of the study were listed as follows：

1.The achievements of learning addition and substraction computation of Han students were evidently better than aboriginal ones.

2.Possible factors of affecting on learning addition and substraction computation were impression of mathematics and the learning motivation in personal aspect, teaching ways and learning the concepts of addition and subtraction in school aspect, single parent families, grandparents'' teaching, resources of the community, parents'' expectation and disciplinary attitude, parents'' level of education and status of social economy in living aspect.

3.Error patterns of addition and subtraction computation of Han and aboriginal students included lack of patience or casual response, misapplying conditions, misplacing subtrahend and minuend, misusing operators or digits, miswriting correct answers. Other patterns included lack of graphical or calculating abilities, lack of metric conversion and reading abilities.