The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help depict average student achievement in schools in an educational context. The purpose of this study was to investigate the relationships between student achievement in mathematics and student background characteristics. The data for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES) and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation. The SES factor accounted for 4.98% of the variance, and student learninggoal orientation accounted for an additional 10.61% of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category data is a novel approach to scoring the goalorientation items, with the corresponding results in this study being satisfactory.

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This study looked at the use of augmented reality to combine real scenery with virtual sound to improve the interactivity of teaching aid and provide handicapped children with a more intuitive learning method. The focus is on the development of augmented reality applications for special education. The key components are identifying tags for augmented reality, web-cam device and image processing device. The study was divided into preparation phase and experiment phase. The preparation phase was used to train teacher involved in this study while the experiment phase generated feedback from the actual use of this system by handicapped children who were the subjects of the study. The system was used for children from 4th grade to 8th grade. The design of the teaching materials offered both the teachers and the handicapped children a novel learning method.

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Éditeur Cercle linguistique du Centre et de l'Ouest-CerLICO Référence électronique Pi Hsia Hung, « L'acquisition de l'expression de la spatialité en mandarin langue étrangère par des apprenants francophones »,