Research on how different teaching methods affect six graders with low learning accomplishment to learn the concept of fraction

• Main Authors: Ching-Hsiang Cheng, 鄭清祥
• Other Authors: Ching-Hua Chien
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/21327846707287920100

碩士 === 國立屏東教育大學 === 數理教育研究所 === 96 === The aim of this research is to probe into how different teaching methods change the learning accomplishment of fraction and the attitude toward learning mathematics, with the target of fifty four students with low mathematics learning accomplishment in Kaohsiung County. This research uses experimental design methodology. Experimental groups are concrete or image operation teaching and information integrates the teaching, baseline group is didactic instruction. Each group has eighteen students having six hours of experimental teaching. The study found that concrete or image operation teaching and information integrates the teaching, which use symbols to teach, are more effective than didactic instruction in helping students with low learning accomplishment to learn the concept of fraction. The reason is that concrete objects, pictures, and the form of the computer multimedia help the students think, which makes it more likely for them to solve the questions when they have a clear idea how the elements in the questions are related, and thus the students become more confident in their math ability and more interested in mathematics.