The Study of Integrated Instruction with Division as the Core Concept In the Fourth Grade Students

• Main Authors: Ru-huang Huang, 黃如凰
• Other Authors: Dannie Hsieh
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/20107940562241475077

碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 98 === The purpose of the study is to explore the learning processes and efficacy when the fourth grade students integrate the operation concepts about whole numbers, fractions and decimals. We use the division concept as a core to coordinate the different number concepts, and the metacognition strategy to make the students learn effectively. The research is mainly a qualitative research. We use qualitative approach to analyze the learning processes when students integrate the operate concepts about whole numbers, fractions and decimals. The important findings of this study are as follows： 1. Learning by the schema is able to link the correct concept with digital Signs. It makes students have meaningful understanding with whole numbers, fraction and decimal in the process of digital logic operations . 2. The concept of consistency promote transfer of learning by automation. From the performance of experimental class students in the pre-class learning sheets, students could solve the problem by themselves before teaching. Because the concept of consistency, students could analogy to other situation. 3. The division as core concept can help link whole numbers, fractions and decimals concepts. Metacognition makes concepts link, integrate and understand. Through continuously reviewing their own learning process, students used the relevant old concepts to assimilate and to connect the new concepts. So they could develop the new knowledge structure and established a network of whole numbers, fraction and decimal concepts. 4. The results of post-test and delayed test showed that the experimental class students have better learning and retention efficacy by using metacognitive strategy.