The Study of Tangram Integrated into Mathematics Teaching in Elementary School:An Example of Remedial Instruction of Fractions in the Fourth Grade

• Main Authors: HSU,WEN-CHING, 許紋菁
• Other Authors: Man-Li Liu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/49531319374190012942

碩士 === 國立屏東教育大學 === 數理教育研究所 === 95 === The Study of Tangram Integrated into Mathematics Teaching in Elementary School: An Example of Remedial Instruction of Fractions in the Fourth Grade Abstract The purpose of this study, utilizing Tangram to conduct the remedial instruction of fractions, is to investigate the process and effective -ness. The features of Tangram include part and whole, three parts that have equal areas with different shapes and the relationship among the seven parts. The subjects are four fourth graders that have wrong thinking about fractions. The remedial instruction activities are designed according to the objectives of instruction, and followed the rules of student exercises by himself and activities must be involved living environment. The teaching activities consist of four units, including to understand the meanings of simple fractions and equivalent fractions, strengthen the meaning of fractional symbols and the concept of equivalent fractions, acknowledge the wrong thinking of fractional unit and recognize the wrong thinking of equivalent fractions. The study presents qualitative and quantitative data. The four subjects for the study are chosen with a written pre-test and an interview, and they are afterwards provided with the remedial instruction. After the remedial instruction, the four subjects are given a written post-test and interviewed to evaluate the effectiveness. This study shows that the remedial instruction designed with Tangram has a significant effect on correcting the students’ wrong thinking about fractions. Keywords: fraction, Tangram, wrong thinking, the fourth grade, remedial instruction