A Study for the Experiment Effects of Teaching the Primary School Third Graders with Integer Multiplication

• Main Author: 丁佩芬
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/38983756268012119752

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 93 === The purpose of this study was to probe the effects of the integer multiplication experimental material as well as its influence to the primary school third graders on their solution performance and solution strategy in integer multiplication. To accomplish the above purpose, the researcher applied two classes of third graders in a Hsin Chu primary school as sample of integer multiplication teaching experiment. Also, the researcher applied the test of integer multiplication concept development as study instrument. There were several major discoveries found as follows: 1. Different teaching material and different mathematics achievement had no significant interaction to overall solution performance in integer multiplication. However, in overall solution performance of integer multiplication problems, the experimental material was obviously superior to the traditional material. In terms of students’ mathematics achievement on solution performance in integer multiplication, both high and middle achievement students were obviously beyond low achievements students. Yet, there was no significant difference between high and middle achievement students. 2. In terms of different mathematics achievement groups, both middle and low mathematics achievement students in treatment group were both superior to that in comparison group. However, there were no significant difference between high mathematics achievement students in both treatment group and comparison group. 3. As for the aspect of the different response mode in multiplication problems, in terms of “free response”, the experimental material was obviously better than the traditional material; yet, in terms of “multiplication formula”, no significant differences were found between both teaching material. As for the aspect of different multiplication problem types, in terms of “equal group” and “equal measures”, the experimental material was obviously superior to the traditional material. However, in terms of the multiplication problems such as “multiplicative change”, “multiplicative comparison”, “array”, there were no significant differences between both teaching materials. 4. This study also analyzed the solution strategy in integer multiplication of the third graders.