| Summary: | 碩士 === 國立臺南大學 === 應用數學研究所 === 95 === The main purpose of the research is (1) to explore the teaching effects of the experiment curriculum of ratio originating from proportion, and (2) to discuss the change of elementary students’ learning effects after they took the curriculum. In addition to the experiment curriculum, the study was also based on quasi-experimental interviews and paper-based exams. Data are processed by T-examination to compare and contrast the two groups. Conclusions were as follows:
1. The posttest’s and post–posttest ’s average test scores of the subject group are higher than those of the control group, and the improvement of the post–posttest is significant. As a result, the experiment curriculum contributes to good teaching effects, and the subject group is better than the control group in keeping results of learning.
2. The posttest ’s and post–posttest’s test scores of the subject group and the control group were significantly different in low grade. After learning the experiment curriculum, the poor-graded students of the subject group learn much better in the concept of ratio than those of the control group do.
3. As for the posttest, the difference between the subject and control groups in equal ratio and simplest ratio is significant. The performance of the subject group in word-problem solving shows that, applying proportion helps poor-graded students to solve proportion problems, and the learning effects will improve.
4. Students who are bad at proportion will apply other conception, such as multiplication, addition axiom, etc, to solve problems.
5. Students of low and medium grade are hard to switch from multiplication to ratio.
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