A Study of Line Segment Diagram Representation on Reference Quantity Problem Solving Performance for Sixth Graders

• Main Authors: Lee, Yu-Chen, 李玉珍
• Other Authors: Liu, Man-Li
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/19414322596360634912

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === The purpose of this study is to investigate the 6th graders’ learning performance on “problem solving of Line Segment Diagram Representation on reference quantity” as well as on how the technique is used after instruction. The study method employed here is Collective Case Study, taking six 6th graders as the study subjects, two students from low, medium, to high achievement respectively. After the pretest, they are grouped to take three to four sessions of teaching activities; after which they receive posttest. The findings of this study are as follows: 1. Pretest results: 1) Students from low and medium achievement groups can handle the known issues of reference quantity and comparison quantity with ease, but they are inclined to be confused by “a ratio less than 1”; while students from high achievement group can favorably deal with these two problems. 2) Students from low and medium achievement groups cannot handle the known issues of the sum of numerator and denominator and the remainder of numerator and denominator; while students from high achievement group try to solve these problems by using the technique of propotion, though without favorable outcome. 2. The findings during teaching process: 1) The self-developed instruction tool “Conversation Form” can help students from all the three groups complete their learning activities. 2) Line segment drawings can help students find out the unit number of the sum of numerator and denominator or the remainder of numerator and denominator, so as to solve the known problems of them. 3) During the teaching sessions, teachers instructing students from low and medium achievement groups have to pose more questions and give more hints; while students from high achievement group can solve the problems on their own in the final part of the sessions. 3. Posttest results: 1) Students from low achievement group still cannot learn how to use line segment diagram. 2) Students from medium achievement group eagerly learn how to use the diagram, but the key point is whether they can locate the reference quantity from the statement. 3) Students from high acievement group resort to the aid of line segment diagram in the situations of “weird answers,” “wordy statement,” and “multiple quantity relationships.”