國小數學學習障礙學生的知識結構評量與數學學習障礙診斷測驗編製之研究(I)

Abstract

自台北市12個行政區中抽取1024名國小六年級學生為樣本,由八位資深國小數學教師所編製而成的「數學科認知診斷成就測驗」為施測工具,並使用「路徑蒐尋網路分析」為評量分析方法,利用其量尺化程序來分析學生的知識結構。由研究結果得知該數學科認知診斷成就測驗的可行性、認知診斷評量方法的價值性、當今國小學生數學學習成就低落、及彰顯出數學科補救教學的重要性和急迫性。

This study is to explore the application of knowledge structure assessment on 1024 elementary school children`s knowledge structures about mathematics. It concludes that the mathematics diagnostic test is a useful tool, most students` achievement is under-standard, and the cognitively diagnostic assessment is a potential method for educational evaluation. There are some implications for future applications and further research problems are discussed and proposed.