本研究主要目的以質的研究方法探討學生在數學文字題上所產生的錯誤概念，並探究學生如何建構出正確的數學概念。受試為中二年级55名學生。此項研究採用放聲思考和問題思考法來分析學生解答數學文字題時在語言知識、基模知識、策略知識、及程序性知識等四方面的錯誤概念。研究者並以引導思考學策略來瞭解學生如何建構出正確的數學概念。

The purposes of the study were to investigate students´ misconceptions in dealing with mathematics word problems with the use of qualitative analysis, and further to explore the ways in which the students construct correct mathematical concept. The study was related to qualitate analysis inolving thinking-aloud and thinking-by-questioning methods. The subjects chosen consisted of 90 eighth-grade students. The study intended to analyze the students´ misconceptions of linguistic knowledge, schematic knowledge, strategic knowledge, and procedural knowledge in solving mathematics word problems. In addition, it also investigated how the students taught by thinking-by-guiding strategies form their correct mathematical concept.

數學文字題; 錯誤概念; 語言知識; 基模知識; 策略知識; 程序性知識; 放聲思考

Mathematics word-problem; misconception, linguistic knowledge; schematic knowledge; strategic knowledge; procedural knowledge; thinking-aloud