| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 94 === The purpose of this study was to develop the teaching activities of linear equation with two variables, and furthermore reported the effect of the remedial instruction on five eighth-graders
This study was a case study. The five eighth-grade students who had misconceptions in learning linear equation with two variables were selected from the result of self-made pro-test. The researcher collected data by participant-observation, the pro-written tests, post-written tests and document analysis from January to March in 2006. After remedial instruction, results indicated as follows:
（一） On the part of completing tables from algebra equations and drawing graphs of linear equation with two variables, it was helpful for participants to discover the relationship between unknown numbers and coefficients, finish table and draw graphs.
（二） On the part of judging algebra equations as graphs of linear equation with two variables, it was good for participants to build the concepts of determining linear equation with two variables on algebra equations and deciding graphs of linear equation with two variables by its coefficients. However, a few students still had to strengthen this part.
（三） On the part of realizing that the relationship between the point on the line and the equation going through the point is equivalent, by taking number pairs into the equations and sketching them on the coordinates gradually, participants could understand the fact that if number pairs could satisfy with the equations, it means that the coordinates of number pairs is on the linear equation, and firmly realize that the relationship between the point on the line and the equation going through the point is equivalent.
（四） On the part of finding out a intersection point of two different linear equations with two variables, through finding out graphs of two different linear equations and discussing the relation between interaction points and two linear equations step by step, it was a helpful process to modify wrong problem-solving strategies and establish the concept that the intersection of two different lines is the same value of the two linear equations.
On the part of the parallel moving relation of linear equation with two variables, observing changes of the numbers in the tables and relationship between points on graphs of linear equation with two variables was the benefit for developing the concept of parallel moving relation of linear equation with two variables.
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