The case study of teaching practice on computational fluency for fourth graders ~ based on six students

• Main Authors: Nai-Wen Shih, 施乃文
• Other Authors: Der-Ching Yang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/53177901184989048772

碩士 === 國立嘉義大學 === 國民教育研究所 === 93 === The purpose of this study was to examine the computational fluency of fourth graders, therefore a case study was used and six fourth graders were selected through purposeful method. In order to achieve the purpose of this study, researcher collected and analyzed the data through observing, interviewing and explaining the situations through computational fluency related theory at the same time. The results of pre-interview indicated that students’ misconceptions included: (1).Students were lack the concept of place value for distribution law and neglect the concept of high-order place value for the multiplication of integers. (2).Most of the students used to apply the standard algorithms to solve problem and could not solve problem flexibly. (3).Students used to apply the computational rule ‘from left to right'', therefore, it is difficult for them to solve problems effectively. After the instructions, the results of post-interview indicated that : 1.Emphasizing the understanding of decomposition and composition, it is good for computational fluency and thinking flexibly; 2.Understanding the meanings of number and operation, it helps students to understand operational attributes and use benchmarks to solve problems properly; 3.Understanding the concepts of place value, it can help student to recognize the meaning of numbers and symbolic representation 4.The effect of computational fluency is better than original expectations. In addition, the instructional introspection showed that : 1.The environment that encourages exploration could promote students'' self-confidence; 2.Assimilation and accommodation were produced through discussion and communication. This helps the development of effective problem solving strategy; 3.The use of manipulative helps students to connect pictorial representation and symbolic representation; 4.The use of real-life situation and problem posing can help students internalize mathematics knowledge and gain understanding; 5.The appropriate practice can stabilize the tactics of problem solving strategies. 6. Attaching importance to the balance of conceptual understanding and computational proficiency.