A study on integrating technology into the fraction diagnostic teaching for the third grade students of elementary school

• Main Authors: Lai,Li-Kuei, 賴麗桂
• Other Authors: Tan,Ning-Chun
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/f7remk

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 95 === Abstract Fraction plays a very important role in the mathematical content in the elementary school, and its multi-representation makes students’ learning more complicate. Therefore, how to teach fraction via the aid of visual representation becomes very crucial. According to the results of related studies, the performance of student’s fraction learning is not quite good. The study aims to investigate the effectiveness of Integrated EduClick ＆ MathPS Diagnostic Teaching Strategy (IEMDT) on the fraction teaching for the third grade students of the elementary school and its influence on the learning attitude of the students. The study adopts Quasi-experiment research design. The subjects are third-grade students in two classes drawn from an elementary school in Taipei County. Students in the experimental group are taught in “IEMDT” teaching strategy, which integrates high interaction real time feedback system (EduClick) with Mathematical Presentation System (MathPS) for diagnostic teaching. By integrating object moving, precision drawing, and multiple representations, the “IEMDT” teaching strategy provides teachers and students the environment for interactive discussions, without operating teaching tools. In the “IEMDT” teaching strategy, diagnostic questions designed in EduClick or MathPS are first used to seize student’s misconception and to produce recognition conflict; then MathPS is used to set the problem and to perform recognition adjustment in order to construct complete mathematical concepts; the diagnostic evaluation of EduClick is used to confirm the buildup of concept in student’s mind, finally. On the contrary, the model for teaching students in the controlled group is followed teaching guide, student’s standards, and with the aid of operating teaching tools. The experimental time is six class.hours.Pretest and posttest of fraction concept are performed before and after the teaching respectively; then a delayed test is performed after 9 weeks later. The results show that students in experimental group have higher learning effectiveness than those in the controlled group have. Students have significant differences in “equal-sharing concept” and “units concept”, but not in “simple fraction concept” and “equivalent fraction concept”. Comparing students with different mathematical achievements, students in the low score group have significant effect. In the learning attitude aspect, we can see from the interview result with students and from the mathematical diary attitude survey that “IEMDT” teaching model can provide more fun to the study of mathematics by the students. The results of this study can be the references to the mathematical teaching in elementary school, teaching and administrative unit and future research.