The concept advanced interpretive structural figures & Recovery teachingfraction of addition and subtraction on numbers for The fifth-grade students

• Main Authors: LI,TSAI-JUI, 李彩瑞
• Other Authors: 易正明
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/04128661758122555947

碩士 === 國立臺中教育大學 === 數學教育學系 === 99 === This study focuses on the learning behaviors of the fifth-grade students by using Polytomous Conceptadvanced Interpretive Structural Modeling (PCAISM) and fuzzy clustering analysis method. According to the student’s math test results, we draw the concept advanced interpretive structural figures of addition and subtraction on fraction numbers, to analyze the concept stratum structure of addition and subtraction on fraction. After clustering, we choose some students in each group and interview with them. The recovery teaching is involved in the study in order to realize the concept stratum structure and then collect the wrong concept of the students. The interesting findings of the study are as follows. (1) Use the Polytomous Conceptadvanced Interpretive Structural figure to analyze the character of individual student’s fraction conception structure, and then further take it as the reference of recovery teaching. (2) It is helpful for teachers to use the fuzzy clustering method for separating students into different groups. (3) After recovery teaching, the individual student’s conception structure and the conception familiarity are improved. (4) The students with poor conception familiarity are not familiar with the meanings of addition and subtraction on fraction. Therefore, the teachers should give more examples in the real world life to students for strengthening the understanding of the real meanings of addition and subtraction on fraction. The results and findings in this study, we provide some suggestions to the teachers who are interested in the concept teaching of addition and subtraction on fraction, and some comments to the researchers who are interested in further study on this topic. Keywords: addition & subtraction on fraction, recovery teaching, fuzzy clustering, CAISM