本研究旨在暸解國小三、四年級學童統計圖理解的現況和差異性，並探究影響三年級學童對統計圖理解的可能因素。本研究採問卷調查法，以自編試題爲硏究工具，北北基地區國小三、四年級學童爲母群體，立意選取6所學校，有效樣本爲812人。以描述統計、獨立樣本t檢定及相依樣本單因子變異數分析等方法分析資料，以瞭解學童對統計圖的理解情形。另針對研究工具中，三、四年級學童得分未達顯著差異的試題訪談三年級部分學童，以探究影響國小三年級學童對統計圖理解的可能因素。研究結果發現：三種統計圖均可以在三年級進行教學：單一長條圖和單ー折線圖的「知道」；可直接観察圓形圖的扇形面積的大小。四年級的統計圖教學可以加強學童「推理」的能力。最後綜合研究結果提出之建議，可作爲國小三、四年級數學課程中有關統計圖評量設計及課程安排之参考。

The purpose of thls study was to explore the comprehenslon towards statistical graphs performed by the 3rd and 4th grades students. Thls study used questlonnalre research method. Subjects were 409 3rd and 403 4th grades students. In the research, the graph contexts, used ln TIMSS 2011 mathematics cognltlon framework, lncludlng three types of questions - knowlng, applylng, and reasonlng, and three types of statistical graphs - bar chart, llne chart, and ple chart, were adopted to deslgn our questlonnalre. The results of dependent samples ANOVA lllustrate that there ls no slgter ln readlng than ln applylng, and than ln reasonlng. Also, the results of lndependent samples t-test lllustrate that, no matter ln each context or ln each statistical graph, the performance of the 4th grade were better than the 3rd grade. Accordlng the results of research, we suggest that: 1.the program of three types of graphs - bar, llne, and ple can be arranged at the 3rd grade; 2. enhance the ablllty of the 4th grade students to reason the data questions ln statistical graph.
The slgnlflcant flndlngs of the research wlll provlde a process of assessment deslgn and substantive guldellnes for mathematical education authorities ln the pollcy lmprovement.