An Analysis on the Fifth-Grade pupils'' Math Intuition Capability-A BBS Approach

• Main Author: 陳滿
• Other Authors: 馬秀蘭
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/15323324081482685747

碩士 === 臺中師範學院 === 數學教育學系在職進修教學碩士學位班 === 91 === Abstract This analysis tries to use the BBS (bulletin-board system) to explore the Math intuition capability of fifth-grade elementary school pupils. In order to achieve this goal, the researcher launched a “creative-thinking seminar” on the internet twice a week, and has designed eight topics for kids to show their intuition strategy of solving Math problems through the BBS. Therefore, the researcher can learn fifth-grade pupils’ math intuition strategy and interpreting pattern through a series of research on their BBS performance (problem-solving methodology) and individual interview. Based on the result of this analysis, the researcher concludes: 1. In a series of activities, the researcher finds that no matter they are confronting numeric or graphic problems, pupils like to conduct interpreting patterns such as looking for difference between terms and multiplication table. As for graphic problems, when the dots are allocated in a tidy way, or the pupils can regard them as square, the frequency of using multiplication table to solve problems is getting higher. 2. When pupils cannot figure out the relationship between terms, they always try to looking for the difference between terms. 3. When pupils are trying to solve numeric problems, although they conducts diversified intuition strategies, yet the first strategy bringing to their minds is to find out the relationship between terms. 4. When pupils are solving graphic problems, they think it’s natural to transfer graphics directly into numeric terms; but the intuition strategy may not be the same; some take it as a whole, others take it as a part. 5. A majority of pupils focus their intuition only on one strategy, and the most frequent methodology is “add-deduct calculation”. 6. In the fifth-grade, although girls are more efficient and accurate in interpreting math problems than their boy counterparts, but the difference is unnoticeable. This shows that there’s not a clear difference between girls’ and boys’ intuition capability in this learning stage. 7. Pupils can share different intuition strategies, retrospect on their own interpreting patterns and represent new solutions on the BBS. As a whole, the BBS really helps to stimulate their intuition capabilities. 8. Pupils increase their interest on learning Math and make themselves more flexible in solving Math problems by representing their intuition strategies on the BBS. Furthermore, even when they face “uncommon” (which means they seldom confront) problems, they won’t be afraid of solving them, on the contrary, they will try to solve them all by themselves. This encouraging effect is especially true to the low-performance pupils. Due to the BBS, they can join and show their eager to represent their interpretation and question others’ problem-solving strategies.