| Summary: | 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) === 96 === A Study in the Effect of Mathematics Remedial Instruction Effect
Integrated With Information Technology for the Fifth Grade Aboriginal Students
Abstract
The purpose of this study is to discuss using IRS（Instance Response System） and TAID（Trigger-based Animated Instructional Design）in the Effect of mathematics remedial instruction effect for the fifth grade aboriginal students.
We use Content Analysis as our method. Eleven subjects are the fifth grade aboriginal students in some elementary school in Taipei County. In order to find out students’ fraction number sense misconception, we use IRS and TAID examinations and conduct remedial instruction. After that, post and retention tests are given to see the change of the students’ concepts.
The findings of this research are shown as follows:
1. It has noticeable progress in conducting fraction number sense in remedial class to the megalopolis fifth grade aboriginal students by using IRS and TAID.
2. Most of the students are very interested in the instruction integrated with information technology, no matter in tests or in discussions. Besides, IRS can control students’ learning misconception and give instruction instantly. TAID can guide students thinking through vision and promote students learning.
3. In building fundamental mathematics concepts, especially for the students with low achievement in remedial class, instruction integrated with information technology can help students learn through dynamic visual representation. But they still need concrete operations to get better learning effects.
Based on the results of research, there are some suggestions provided.
Key words: aboriginal, IRS, TAID, remedial instruction, fraction, number sense.
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