The Case Study of 6th Graders for solving Proportion Problem Remedial Instruction in Dynamic Multiple Representations

• Main Authors: Chinq-jyh Li, 李慶志
• Other Authors: Bor-Yea Wu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/73590834127742041681

碩士 === 國立臺南大學 === 數學教育學系碩士班 === 97 === Abstract This study focused on the “proportion context” to practice remedial instruction for the elementary school students. Students from my school were pre-tested by a self-developed “Proportion Achievement Assessment”. There were three 6th graders were chosen as participatants in this study. One was identified as a lower achievement , another was an advanced student, and the other was a average one. The remedial instructional activities were designed by GSP and IEW and adopted the multiple representations theory. The lessons were conducted five times in three weeks. I took adopted video-taping, finishing worksheet, interviewing, analyzing and post testing as methods to analyze the shifts of the participtants’ proportion concepts and the use of representations to overcome their learning barriers. The findings were fantastic. The dynamic multiple presentations of IEW and GSP helped students not only to understand the proportion formulas more clearly, but also to reason relationships of two quantities variables better. They made good use of multiple representations to solve the problems, and advanced the accuracy of checking. Furthermore, it raised the learning motivations as well. The findings are below: 1.The progress of proportion in multiple representation (1).Three case students performed changes in the strategies of solving the problems. Multiple representations were used to solve the problems very often especially tablulate. The multipler or the cumulative strategy for solving proportion problem were applied too. They could also explain the meanings of the proportion and wouldn’t change the relationships of the two quantaitive variables. (2). Using multiple representation in proportion context instruction could help students notice the changes of two quantaitive variables, learned the relationships between multiplication and division contexts and the proportions. They were trying to be aware of what the proportion problems are, and even to classify the item types. Those all helped improve their ratio senses. (3). Multiple representation in proportion instruction helps students to understand and analyze the math problems a lot, especially in table listing methods , proportion formulas, the and direct proportion plots. (4). It’s still difficult for the case students to combine the concrete operation and formal operation together in direct proportion plots and using binary quantatives to solve problems. 2. The advantages of Computer-Assisted Instruction (1)Animation, the changes of numerical values and diverse representations help the case students to advance their interests in math learning. (2) Operating the interctive electronic whiteboard help the case students to advance their interests in math learning.