臺灣博碩士論文加值系統

本研究旨在編製「國小第一階段電腦化數字常識測驗」，並進一步以此測驗調查完成第一學習階段（國小一至三年級）之四年級學童數字常識的發展情形。
本研究採立意抽樣方式從全省公立小學中選取808位國小四年級學童參與本研究，並進行電腦線上測驗，以建立測驗之信、效度，同時瞭解國小四年級學童數字常識的發展情形。
本研究歷經上述各階段之資料蒐集與統計分析結果，其結論如下：
一、「國小第一階段數字常識測驗」具有良好之信、效度。
二、數字常識含有五大組成成分。
三、國小四年級學童在數字常識各組成份間的發展上具有顯著性差異，且達到中效果值，表示有其實際上應用的價值。
四、國小四年級不同性別之學童在數字常識各組成份發展上具有統計上顯著性差異，但因效果值偏低，因此在實際應用上的價值並不大。
此外，本研究測驗中所設置的原因選項亦有助於了解學生的迷思概念。最後，本研究根據研究之結論，分別對教育主管機關、學校教師及未來之研究提出可行之建議。

The major purposes of this study were to design a computerized number sense test for the 1-3 graders and to investigate their number sense development.
In order to investigate the reliability and validity of the newly-developed number sense test, 808 fourth graders from public primary school in Taiwan were selected and participated this on-line number sense test.
Based on the statistical analysis, the results of this study indicated:
1. Construct reliability and validity for the first-stage computerized number sense test is very good.
2. There are five major components in the number sense test.
3. There is a significant difference among the number sense components for the fourth graders. This result also indicates the practical value for application due to its medium effect size.
4. There is a significant statistical difference between male and female, yet the practical value of this difference in the real world is not useful due to the small effect size.
Finally, this study proposed several suggestions to teachers and researchers based on the research conclusions.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 3
第三節 待答問題與研究假設 3
第四節 名詞釋義 4
第五節 研究範圍 5
第二章 文獻探討 6
第一節 數字常識的意義 6
第二節 數字常識測驗的理論架構 11
第三節 九年一貫數學領域能力指標與數字常識之相關性 20
第四節 數學學習與電腦化測驗 25
第三章 研究方法與步驟 29
第一節 研究方法與架構 29
第二節 研究對象 31
第三節 研究工具 32
第四節 研究實施程序 40
第五節 資料處理 43
第四章 研究結果與討論 46
第一節 國小第一階段電腦化數字常識測驗試題之編製 46
第二節 完成國小第一階段數學學習之學童在數字常識各組成成份間之發展差異的情形 76
第三節 完成國小第一階段數學學習之不同性別學童在數字常識各組成成份發展之差異分析 86
第四節 研究題目之反思 89
第五章 結論、省思與建議 98
參考書目 104
中文部分 104
外文部分 106
附錄 112
附錄一 35題試題相關矩陣 112
附錄二 25題試題相關矩陣 114
附錄三 國小第一階段電腦化數字常識測驗初編之試題 116
附錄四 國小第一階段電腦化數字常識測驗正式試題 141

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