The Study on Geometry Concepts for Fifth Grader by Using the Fuzzy Approach of Interpretive Structural Model

• Main Authors: Lee,Chih-Hung, 李志宏
• Other Authors: Lin,Yuan-Horng
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/02267725922050612369

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 Fuzzy Approach of Interpretive Structural Model (FAISM), based on Fuzzy Logic Model of Perception (FLMP), Item Response Theory(IRT) and the algorithm of Interpretive Structural Model (ISM) of fuzzy alpha-cut, to the analysis of the individualized concept structure. In order to investigate the individualized structure of geometry concepts, the sample includes 474 students from fifth grade of elementary schools by using self-designed geometry concepts test. Secondly, the researcher analyzed the ISM graphs of the examinees. Finally, the researcher explored the differences of ISM graphs among examinees with different IRT ability values and those of experts. Through the procedures of the analysis, the following conclusions were found. 1. It is helpful to apply the Fuzzy Approach of Interpretive Structural Model to draw individual ISM graph and understand individual’s conceptual structure. It was feasible to compare and analyze the ISM graphs between the examinees among different groups, IRT ability values and response patterns. 2. There were significant differences on the number of concept hierarchies, concept attributes and linkage between the ISM graphs of the examinees from IRT theta values and response patterns. 3. It was helpful to find out the learning difficulties or conceptual confuses of students and apply the remedial instruction by using the fuzzy approach of Interpretive Structural Model. 4. We could understand the most difficult and easiest concepts for examinee and the precondition relationship among concepts. 5. There were differences on conceptual structure among examinees of same total score but different response pattern. 6. The similarity indices of ISM graphs between different ability levels and experts were significantly different. The results and recommendations of this study can be the reference of curriculum design, instruction and remedial instruction.