The Study of integrating the benchmark for the number sense into the fractional addition in the fifth grade

• Main Authors: FANG HUI CHEN, 方惠珍
• Other Authors: Yih Jeng Ming
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/60116333111004371679

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 95 === The purpose of this study is mainly to investigate the effect of integrating the benchmark of number sense into the mathematic addition of traction in the fifth grade. Two fifth grade classes in the same primary school were chosen as the samples of this study . The class that the researcher herself taught was the experiment group . The other one was the control group. After teaching activities , the students in these two groups took the estimation test of computer that the researcher designed. Later the students also took the written test in order to understand the performances made by the two groups in the addition of fraction and farther discuss. The attained results through analysis are as follows: 1.Integrating the benchmark of number sense into the mathematic teaching really helped students to learn the addition of fraction. Students also could build up their own number sense by being taught the various problem-solving strategies to examine the rationality of each answer. 2.In the “ Comparing fraction by using the benchmark” category related to the area of the estimation of a test, but not the same of the written test . Student’s estimation abilities could truly be evaluated because students were unable to rely on the written calculations and the time given to students to answer questions was limited. 3.In the “ To understand the relation between the number and operation for estimation by using the benchmark “ category, students couldn’t solely depend on mental arithmetic to finish all questions on the test which required much more complicated estimation abilities, inclusive of how to use the benchmark and how to operate with numbers. With the help of the written calculations, therefore, students could more easily and correctly solve all questions by using the benchmark to simplity the questions. 4.Integrating the benchmark of number sense into the addition of fraction helped the students in the middle level the most. 5.In the “Comparing fraction by using the benchmark” category, female students benefieed the most from using the benchmark to compare fraction. 6.Studeuts in the experiment group relatively had the better capability to choose the most suitable estimation method according to the type of each question in order to efficiently solve all questions.