| Summary: | 碩士 === 國立新竹教育大學 === 數學教育學系碩士班 === 93 === Abstract
The purpose of this study is to focus on developing mathematics classroom discussion. It aims to explore its influence on fraction problem solving performance of the 4th grade students. There were fifty-six student participants. Two classes from a primary element school in Hsinchu area were selected one served as the experiment group and the other served as the control group. This study adopted the quasi-experimental research to explore different teaching methods, teaching with classroom discussion vs. general traditional teaching in mathematics, in terms of performance difference of problem solving in fraction problem.
In general, the experiment group has better performance than the control group in the fraction problems. Furthermore, in the overall mathematics performance, for the students with high mathematics achievement sector, the experiment group performs better than the control group, but the difference is not significant. While the students with middle or low achievement sector, the experiment group performs better than the control group, and the difference is significant.
Further analysis on different context problems (continuous quantity context or discrete quantity context) shows that the experiment group has higher performs than the control group does, and the difference is significant. In the concept of equal-sharing, units, and equivalence fraction, the experiment scores higher than the control group, and the difference is significant
Keywords: Classroom discussion, Culture, Elementary school students, Problem solving for fraction.
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