The Use of “Reconstration Representation Strategy” in solving “Mathematics Word Problems” for Remedial Instruction At Elementary School

• Main Authors: Chia-jung Tsai, 蔡佳容
• Other Authors: Hung-liang Lee
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/98255273487336659603

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === The purpose of this study is to develop the “ Reconstration Representation Strategy (RRS) ” and apply this strategy to solve “ mathematics word problem ” for remedial courses at elementary school. Research design includes single subject A-B design, case study and interviews. Ten Mathematics underachievers at 1th grade were used as subjects. Quantitatively, students’ scores and ranking percentile were used to analyze their performance. Qualitatively, interviews and video observation were employed to investigate the insights of learning. Interpreting data with triangulation approach, the researcher found that : (1) Learners, who received the treatment of reconstration representation, made progress not only in mathematics test scores, but also in the percentile of relative ranking from their own class. (2) The results of the RRS instruction reveal 3 phases (baseline, treatment and stability) and their patterns are consistent with those of the single subject A-B design. (3) Learners expressed positive viewpoints toward the strategy of mathematics instruction and the experience of using interactive whiteboard. Although lacking in prior knowledge, the findings imply that learning effects can be expected through the integration of instructional strategy and media attributes. In consequence, this study makes suggestions on the adoption of Reconstration Representation Strategy for mathematics remedial instruction and the approach of future research.