因數與倍數的學習成效對於異分母加減法學習的影響-以中部地區國小六年級為例

• Main Authors: CHEN YI CHUAN, 陳怡娟
• Other Authors: 易正明
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/55490340429378806999

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 95 === This research purposes to investigate the impact of the factor and multiple learning by the sixth graders on the study of addition and subtraction of fractions having varied denominators. The analysis adopts the investigation research method. The data was collected from the paper-and-pen test results of the students. The paper-and-pen test questions are self-derived by the investigator. It is called 「The Concept of Factor、Multiple and the Addition and Subtraction of Different Denominators Questions」. Then the data was interpreted by using SPSS、BILOG、SAS and KNOT software. The main findings of this research are as following : 1、 High achievers on the test of different denominator calculations are also in the higher-score group of the test on factor and multiple with a percentage of 94.12. On the contrary, the poor performers are the majority of the lower-score group for the factor and multiple calculation test. The percentage goes up to 93.18. The outcome indicates that learning of the factor and multiple does have an influence on the different denominator addition and subtraction learning. 2、 Before the commencement of varied denominator calculation teaching, the teacher must first make sure the students have complete and correct conceptual understanding of factor and multiple. 3、 The tested samples may enjoy the same primitive mark, but their knowledge structure may differ widely. 4、 The cluster analysis method can effectively group the tested samples; the PFC、GTD and PRX Indexes of each group indicate distinguished disparity. The above findings offer a way to diagnose primary school children’s knowledge structure on factor and multiple as well as different denominator addition and subtraction. The outcome could be utilized for future elementary school math teaching referencing.