The influence of the math discussion culture for the third grade in elementary school about the performance of fraction representation

• Main Author: 楊秀鳳
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/03996382844379698325

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 95 === The Influence of the Math Discussion Culture for the Third Grade in Elementary School about the Performance of Fraction Representation Abstract Focusing on developing mathematical classroom discourse, this study aims to explore the influence on decimal concept performance of third grade students . One hundred and twenty-nine students are the participants . Four classes out of one of the primary schools in Hsinchu are included. Two classes are experiment group and the others 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 fraction representation. The findings reveal as follows： 1. As for the overall test of fraction representation problem : The score of the experiment group is apparently better than that of the control group. In addition,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 which shows significant differences . 2. As for the different representation type of fraction problem : The score of the students on picture representation, there was significant difference between the two groups of the low, middle and high level’s students, and the experimental group performed better than the control group. The score of the students on symbol representation, picture representation transfer to symbol representation, and symbol representation transfer to picture representation, there was significant difference between the two groups of the middle and high level’s students, and the experiment group performed better than the control group. 3. As for the routine and non-routine problems: There was significant difference in the overall test of routine and non-routine problems between two groups, and the score of the experimental group performed better than that of the control group. In addition, the score of the students on 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. The score of the students on the non-routine problems, there was significant difference between the two groups of the low, 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.