A Study on the Effects of Using Iconic Representation to Solve theMultiplication Misconception of Grade 2 Primary School Students

• Main Authors: Chia-jung Wu, 吳佳容
• Other Authors: Po-Ya Wu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/41317645578075573894

碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 96 === The study aims at analyzing the multiplication misconception of Grade 2 primary school students, and investigating whether the employment of “iconic representation” as the instruction strategy for teaching multiplication is helpful to solve the multiplication misconception of Grade 2 primary school students. The study adopts a quasi-experiment design. It took 69 Grade 2 students studying at two classes of a primary school in Kaohsiung City as the research targets. One class of students was in the experimental group, which took “iconic representation” as the instruction strategy. The other class of students was in the comparative group, which implemented “general instruction of Mathematics.” The study took post-test and extended test questions as the evaluation tools. One week after the experimental instruction and one month after the experimental instruction, the two groups of students respectively received the tests of learning effects and learning retention degree on two multiplication concepts, “equal-group multiplicative problems” and “several quantity of several quantity and several times of several quantity.” After the information was acquired, the post-test results were taken as the independent samples to carry out t-test., whereas the extended test results were taken as the dependent samples to carry out t-test. Finally, a statistical analysis was made. Added with the qualitative interview information, the study investigates the formation situation of the multiplication concept of students. The research results are as follows: 1. Grade 2 primary school students always have two misconceptions that they have the “confusion of ‘unit whole’ and ‘number of units’ when encountering equal-group multiplicative problems,” and have “difficulty in the conversion between ‘several quantity of several quantity’ and ‘several times of several quantity.’” 2. The “overall” performance of the students of the experimental group in the post-test mathematic achievement is better than that of the comparative group, and there is even significant difference. 3. The “individual item” performance of the students of the experimental group in the post-test mathematic achievement is also better than that of the comparative group. Significant difference is found in two types of questions: “those with opposite presentation of ‘unit whole’ and ‘number of units’” and “those about what is the answer of several quantity of several quantity.” As to these three types of questions, namely “those with image provided,” “those with ‘unit whole’ and ‘number of units’ presented in proper order” and “those about what is the answer of several times of several quantity,” there is no significant difference. 4. The average scores of the students of experimental group in post-test and extended test do not have significant difference. 5. The experimental curriculum taking “iconic representation” as the instruction strategy is effective on the formation of multiplication concept in students. Therefore, it is workable to add the experimental curriculum to the existing mathematical multiplication curriculum of Grade 2 in primary school.