Effects of revising writing and feed backing activities to the sixth grades elementary school students on rational numbers as a measure task

• Main Authors: Chien-Fen Tseng, 曾千芬
• Other Authors: Shiang-tung Liu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/11975394583409918251

碩士 === 國立嘉義大學 === 數學教育研究所 === 95 === This study aimed to investigate the effects of revising writing and feed backing activities to the sixth grade elementary school students on rational numbers as a measure task. The method of this study is case study. Researcher adopts the Purposeful sampling to choose the subjects who are taught by the researcher. The subjects are three low degree, two middle degree, and two high degree students who try to answer positively and oral express clearly. Researcher first examines students’ rational numbers as a measure task by three kinds of number line questions 「Partitioning bisecting concept」, 「Unit recognition」 and 「Quant equivalence」,then leads students to do revising writing and feed backing activities with these three kinds of revising writing. According to the interview of the revising writing gathers materials. Finally, with the same types and difficulties questions make sure that the change of the students’ rational numbers as a measure task. The main findings were concluded as follow: 1. The revising writing and feed backing activities can help students solves the 「Partitioning bisecting concept」 questions efficiently. 2. The revising writing and feed backing activities can improve most student’s cognition in the problems of 「Unit recognition」. 3. The revising writing and feed backing activities can’t stimulate students use the 「Quant equivalence」 to solve questions, but it can advance the proportion of the students to use other solve method successfully. 4. If the contents of revising writing can fit the type of mistakes of the students, the effects to correct misconceptions are obviously.