The performance in three kind of knowledge attributes of fraction for the fourth grade students in Pingtung County

• Main Authors: Tsai, Chih-Hung, 蔡職鴻
• Other Authors: Liu, Man-Li
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/57144596338459545641

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === The purpose of this study was to understand the performance of the fourth grade students in Pingtung County, and to compare the fourth grade students’ performance difference between different ethnic groups, areas, socioeconomic status and gender. By hierarchy cluster sampling method, this study selected 350 fourth grade students in Pingtung County. The instruments of the study were self-written tests on the subject of fraction. Based on the knowledge attributes of mathematics, the tests were classified into three sections: stating concepts, using procedures, and making connections. The main data collecting method was written tests. The data analysis of the study was through descriptive statistics and one-way multivariate analysis of variance. The results of the study showed the followings: 1. Fourth grade students in Pingtung County have the best performance in "using procedures" dimension, and followed by "stating concepts" dimension, and have the worst performance in "making connections" dimension. 2. The performance of fraction for three ethnic groups: "Han" students' performance was significantly better than the "New residents" students and "Aboriginal" students in the stating concepts; "Han" students' performance was significantly better than "Aboriginal" students in the using procedures; but in the making connections, the performance for students of three ethnic groups were no significant differences. 3. The performance of fraction for three areas: in the stating concepts, using procedures, and making connections, "city area" students' performance were significantly better than the "remote area" students and "special remote area" students, and there was no significant difference between "remote area" students and "special remote area" students. 4. The performance of fraction for students of different socioeconomic status: the "non-low socioeconomic status" students' performance was significantly better than "low socioeconomic status" students in the stating concepts; but in the using procedures and making connections, the performance for students of different socioeconomic status were no significant difference. 5. The performance of fraction for students of different genders: the performance for students of different genders were no significant difference in three kinds of knowledge attributes.