| Summary: | 碩士 === 臺北市立教育大學 === 數學資訊教育學系碩士班 === 100 === This study aimed at the remedial teaching effectiveness to three fifth-grade students with learning difficulties in the concept of three-dimensional geometry. Three fifth graders’ solving tendency of the pretest for three-dimension geometry was analyzed first and perform remedial instrcution according to misconception of the students. The improvements of target students’ concept on three-dimension geometry were studied through the process. Course of this study are:
First, before the remedial instrcution, the objects have misconceptions such as “recognition among geometries”, “comprehension on elements”, “relationship between parallel and vertical ”,“expansion plan”, “views and perspective view”, and were unsatisfactory.
Second, after the remedial instrcution, they was more effective but was not fully improved in “recognition among geometries”, “comprehension on elements”, “relationship between parallel and vertical ”,“expansion plan”, “views and perspective view” on three-dimension geometry.
Finally, according to the results, the researcher offers some suggestions to the future three-dimensional geometric remedial instruction.
Keywords: three-dimensional geometric concepts, remedial instrcution, mental imagery
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