The Application of Online Broken Calculator in Decimal Number Sense Instruction for Sixth Graders

• Main Authors: CHEN SHU CHUAN, 陳淑絹
• Other Authors: SHIH SHU CHUAN
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/55428304469565238489

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 101 === Abstract The purposes of this research were to explore the effects of “Integrating Instruction with Online Broken Calculator in Decimal Courses” on the performances in “Decimal Number Sense”,“Decimal Arithmetic Ability” and “Online Broken Calculator Decimal Estimate Assessment of Sixth Graders”. Furthermore, students’ problem-solving methods recorded by the online broken calculator decimal estimate assessment are also analyzed to find out students’ decimal number sense. To achieve the research objectives, the researcher designed “Paper & Pencil Decimal Number Sense Test”, “Pen & Paper Decimal Arithmetic Ability Test ”for sixth graders. Then a quasi-experimental design (non-equivalent pretest-posttest control group design) was used to proceed the instruction experiment. Finally, accessing the instruction effect of “Integrating Instruction with Online Broken Calculator in Decimal Courses” according to the performance of experimental group and control group in “Pen & Paper Decimal Number Sense Tests” “Pen & Paper Decimal Arithmetic Ability Tests” and the research results are as following. 1. Integrating instruction with online broken calculator in decimal courses can effectively improve students’ decimal number sense than traditional instruction. 2. Integrating instruction with online broken calculator in decimal courses can effectively improve students’ decimal arithmetic ability than traditional instruction. 3. Integrating instruction with online broken calculator in decimal courses can effectively improve students’ performances in online broken calculator decimal estimate assessment. 4. Integrating instruction with online broken calculator in decimal courses can effectively improve students’ problem-solving performances of “Online Broken Calculator Decimal Estimate Assessment” in both high-score and low-score groups. 5. The answers of “the Online Broken Calculator Decimal Estimate Assessment” can be categorized into 4 types of correct answers: “At the first time”, “Upward adjustments”, “ Downward adjustments”, “Pinching”; 7 types of wrong answers: “Upward adjustments”, “Downward adjustments”, “Pinching”, “Worse adjustments”, “Random adjustments”, “ No adjustment” and “No answer.” 6. In “the Online Broken Calculator Decimal Estimate Assessment”, correct answers account for the highest ratio in arithmetic questions followed by pinching. In wrong answers, no adjustments account for the highest ratio. Among wrong answers, the second highs are: pinching in addition questions; downward adjustments in subtraction questions; and pinching in multiplication and division questions. 7. After comparing the answers in pre-test and post-test of “the Online Broken Calculator Decimal Estimate Assessment” from the group of integrating instruction with online broken calculator, it is found that the ratio of correct answers at the first time increases while the random guess ratio decreases.