| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 100 === The purpose of this study is to investigate the use of PPt presentation to the situation and its effectiveness of the implementation of remedial teaching in fourth grade fraction. The participants of this case study are three low-achievement fourth grades whose mathematics scores are below the average scores of all fourth graders. The researchers as educators focus remedial teaching on "the concept of false, mixed fractions" and "the swap of false, mixed fractions" two parts in total of six hours three days a week. First, researchers study the cause of errors in "the concept of false, mixed fractions" and " the swap of false, mixed fractions". Furthermore, researchers design three remedial teaching activities in understanding equal split, unit volume, unit fractions; proper fractions, improper fractions and mixed fractions and mixed fractions swap to explore the use of PPt presentation to the situation and its effectiveness in the implementation of remedial teaching. The collection of data includes the pre-test, post-test, recording information, learning list, learning logs of students, teaching reflection record and interview data. The data analysis of qualitative is prior, and the quantified is secondary. The results founded out that the PPt presentation function can assist students to link the images and symbols. Through the animation jumped an image can help students understand unit fractions; by a jump-in and jump-out of the image, benefiting students'' understanding of improper fractions and mixed number by unit fractions cumulative; and to emerge the contents of the image, with the multiplication and division to enlarge the animation so as to benefit the students to understand the concepts and calculation of improper fractions and mixed fractions’ interchange. The results of post-test show that students can not only draw correctly improper fractions and mixed fractions of the graphics but also use multiplication, and division of computer aided fake exchange of mixed fractions. In addition, the students'' learning logs also show the students’ feeling in presentation teaching and have confidence in learning mathematics. Therefore, the design of remedial teaching and learning activities from this study can enhance the learning outcomes of students in "false, mixed fractions, and its swap".
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