The Influence of The Math Discussion Culture for The Third Grade in Elementary School about The Performance of Decimal Concept

• Main Authors: Yu-Yin Li, 李郁茵
• Other Authors: Wen-Hung Tasi
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/79263915691728400666

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 95 === Focusing on developing mathematical classroom discourse, this study aims to explore the influence on decimal concept performance of third grade students . One hundred and thirty-one students are the participants . Four classes out of one of the primary schools in Hsinchu are included. Two classes are experiment group and two are control group. The study adopts the quasi- experimental research to explore different teaching methods of experiment group and control group, namely mathematics teaching with classroom discourse and general teaching of students in mathematics in terms of differences in performance of decimal concept. The findings reveal as follows： 1. As for the score of the students in the overall test of decimal concept performance, the score of the experiment group is apparently better than that of the control group. 2. The score of the students in different levels： There was no difference between the two groups of the low level’s students. But as for the middle and high level’s students, the score of the experiment group is better than that of the control group. 3. As for the score of the students on convert decimal to fraction and vice versa, the decimal system, the comparison of the decimal for what is the biggest and the decimal computation and decimal application, the experimental group performed significantly better than the control group. But there was no significant difference in the decimal’s meaning. 4. The score of the students in different levels：The score of the students on decimal’s meaning, there was no significant difference between the two groups of the lowlevel’s, middle and high level’s students,but the experimental group performedbetter than the control group. The score of the students on convert decimal tofraction and vice versa, there was significant difference between the two groups of the low level’s, middle and high level’s students, and the experimental group performed better than the control group. The score of the students on decimal system, there was significant difference between the two groups of the low level’s, middle and high level’s students, and the experimental group performed better than the control group. The score of the students on the comparison of the decimal for what is the biggest, there was significant difference between the two groups of the middle and high level’s students, and the experimental group performed better than the control group. The score of the students on the decimal computation and decimal application, there was significant difference between the two groups of the middle and high level’s students, and the experimental group performed better than the control group. 5. There was no significant difference in the overall test of routine problems between two groups, but in the overall test of non-routine problems, the experimental group performed significantly better than the control group. 6. The score of the students in different levels：The score of the students on routine problems, there was no significant difference between the two groups of the low, middle and high level’s students, but the experimental group performed better than the control group. The score of the students on the non-routine problems, there was significant difference between the two groups of the middle and high level’s students, and the experimental group performed better than the control group. At last, the findings may respectively serve as reference for teaching the grade three at elementary school, teaching material design and future researches. Keywords: the culture of classroom discussion、decimal concept