Research on Using TestGraf98 to Edit and Analyze Elementary School 6th Grade Division Concept Test

• Main Authors: Lu, Chien-Hung, 盧建宏
• Other Authors: Sheu, Tian-Wei
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/74070868578794096745

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 === 99 === The aim of the research is to edit the decimal division concept test for elementary school 6th grade students. SPSS and TestGraf98 were used to check the statistical analysis of the test paper and the items. Students’ learning status and misconception regarding decimal division concept were discussed from the answers chosen under the options of the items to provide teachers teaching reference in the future. Based on the research results, the conclusions obtained are listed below: 1.While doing decimal division calculations, most students would be affected by “division” that was hinted in the unit. They would intuitively divide the numbers in the questions and would “divide large number by small number” without truly understanding the question content and the actual situation. 2.For items where a decimal (integer) is divided by a decimal and the quotient is an integer without remainder, students with calculating ability in the second half category would not know the meaning of the item and calculate the decimals as if they were integers. 3.For items where a decimal (integer) is divided by a decimal and the quotient is a decimal without remainder, some students would forget to indicate the decimal point or mark in the wrong place for the quotient. 4.When calculating decimal division, there were some students who were unclear about the concept that the quotient needed to add 0 when the numbers cannot be divided any more. 5.Students were unclear about the rounding-off method and the carrying concept. When stopping at the second decimal place, the student should determine whether the third decimal place is larger than 5 and decide to round-off or carry. Students did not understand this concept and needed to work more on it. 6.When determining the relationship between the dividend, the divider and the quotient, only a few students still had the misconception of “division makes the quotient small.”