Abstract
<p><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">教學現場出現數學困難的學習障礙學生，主要分為源於數學問題的數學障礙及閱讀問題的閱讀障礙，後者往往由於閱讀數學課文、文字題時呈現的閱讀問題，出現數學概念習得、題意理解的困難。本研究藉探討國小數學課本內文之數學字（詞）彙出現情形，了解哪些數學字（詞）彙的出現可能會造成上述閱讀影響數學的情形。本研究將國小數學課本內文透過「</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">Microsoft Excel</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">」字彙資料剖析及「</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">CkipTagger</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">開源中文處理工具」機器斷詞後，再進行字（詞）頻統計處理，並與一般日常閱讀的字詞頻比較。研究結果摘要如下：</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">(1) </span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">經</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">Excel</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">統計分析，各版本共有</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">707563</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">個數學字彙，比較相同者後可歸納出</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2801</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">種，前</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">74</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">名（</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">2.64</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">％）累加便可達到全部課文中數學字彙的一半；經斷詞及統計分析，各版本有</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">220555</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">個數學詞彙，可歸納</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">19969</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">種，將前</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">246</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">種（</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">1.23</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">％）詞彙累加，便達到全部課文中超過一半數學詞彙量；</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">(2) </span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">數學字、詞彙的分布皆呈現冪律分布，表示大多數的字（詞）彙集中於少數的字（詞）彙中；</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">(3) </span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">數學高頻詞彙中非國語高頻詞彙的比例約</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">50</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">～</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">56</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">％，且與中研院詞頻序比較後僅有</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">.31</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">～</span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif">.36</span></span><span style="font-size:12.0pt"><span style="font-family:"新細明體",serif">的低度正相關，皆顯示較數學字彙更容易在國語課本及識字教學中被忽略。因此資源班教師在教學或教科書商編製課本時，可根據本研究建議，關注閱讀障礙學生的學習問題並做出因應的課程調整措施。</span></span></p>