| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 97 === The purpose of this study was to apply the item relation structure analysis (IRS) and LFT-extended analysis to diagnose sixth graders’ concept structures of trapezoid area.Two classes of sixth graders in Taichung County participated in this study. After testing, the researcher obtained the examinees’ graphs of concept structures on “trapezoid area” by using item relation structure analysis.Then,the researcher made a contrast between the examinees’ graphs of the test and those of the experts’, and calculated the examinees’ reachability measure and the discrepancy index to understand the similarity of concept structures graphs among different classes so that to provide them the suitable remedial instructions. According to the result of this research, it obtains the following conclusions:
1. The students who are in the different classes have the diverse situations in each kind
of different knowledge structure of trapezoid area concept.
2. According to the analysis of reachability measure：
(1) In the first kind of knowledge structure of trapezoid area concept ”using
trapezoid area formula to calculate the trapezoid area”, class B is better than
class A.
(2) In the second of knowledge structure of trapezoid area concept ”dividing the
trapezoid area into two triangles to calculate the trapezoid area”, class B is
better than class A.
(3) In the third of knowledge structure of trapezoid area concept ”dividing the
trapezoid area into the triangle and the parallelogram to calculate the trapezoidal
area”, class A is better than class B.
(4) In the fourth of knowledge structure of trapezoid area concept ”dividing the trapezoid and putting them to become a parallelogram, and then calculate the trapezoid area”, class B is better than class A.
(5) In the fifth of knowledge structure of trapezoid area concept “combining the same trapezoid to become a parallelogram and calculate the trapezoid area”, class A is better than class B.
(6) Overall, the knowledge structure of the class B is more likely closer to the expert’s knowledge structure.
3. According to the analysis of the largest difference measure, there are different priority path of remedial instruction by different class.
The results and findings of this research are beneficial for teachers to understand the students’ knowledge structure of trapezoid area concept. According to this result, there are some suggestions for the reference of instructor and future researches.
|
|---|
