| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 97 === This study is to develop and explore a computer-aided equivalent-factions ability diagnosis test (CEFADT). The purpose of this system is to help elementary school teachers to understand, in a rapid and efficient way, their children’s learning of equivalent-fraction.
A two-way table was developed based on the results of literature review and inputs from elementary teachers before the creation of CEFADT system. The system was then tested using a group of 323 fifth grade students in southern Taiwan.
The major findings of this study are as follows:
1. The CEFADT is empirically reliable and substantially valid. The Cronbach α is equal to 0.6979; average difficulty level is equal to 0.51 and average discrimination is equal to 0.49.
2. The correlation index between participants'' CEFADT scores and their general mathematics performance test and their teachers'' subjective evaluating scores are all in medium level. This result presents the evidence that CEFADT system is effective in deciding students’ equivalent-factions ability.
3. Teachers'' satisfaction level toward CEFADT is also above medium level.
4. The result of analyzing these 323 5th-grade participants’ performances on CEFADT is summarized as follows:
(1) Students’ operative thinking ability is not significant related to their performances in regular mathematics test scores.
(2) The abilities in flexible thinking of the participants, listed from low to high, are partition number equivalence, imagining partition lines and ignoring partition lines .
(3) The unitizing abilities decline as the units increase.
(4) Participants'' performances on transfer a fraction representation to another representation are concluded, from low to high, as from symbol representation to picture representation, translation between symbol representation, translation between the picture representation, and the translation from picture representation to symbol representation.
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