Action Research on Remedial Instruction on Factor and Multiple Units for Six Graders

• Main Authors: Sheng-Yuan Yeh, 葉盛元
• Other Authors: Cheng-Chang Jeng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/14226225146587532641

碩士 === 國立臺東大學 === 教育學系(所) === 101 === The action research discussed whether the misconception in factor and multiple units of six graders was improved after remedial instruction was conducted. Through the analysis of the misconception, related remedial courses were designed to examine the process and results of the courses in the hope of changing students’ concepts and attitudes to achieve the objective of clarifying the misconception in factors and multiples. To achieve the goal of the study, Class One Grade Six at Shuguang Elementary School in Taitung County was where the study was conducted, and three students of this class were the subjects of the study. The remedial instruction started from March to May, 2013 with five courses in total. On the basis of the collection and discussion of documents and data, the students’ obvious misconception in factors and multiples could be comprehended through a pre-test. Therefore, related instructional activities were designed based on the misconception, and appropriate instructional software was adopted to complement the remedial instruction. It was hoped that by doing so, the misconception of the students in factors and multiples could be clarified to accomplish the competence indicators required by the outline of nine-year curriculum. The instructional activities of the study were designed under a framework of situations surrounding the life of the students, and the operation of concrete objects, instructional media and mathematic games were adopted to assist the students. By doing so, the misconception of the students in factors and multiples was hopefully to be solved. The instructional activities covered five units including Activity One: to differentiate a prime number, Activity Two: to differentiate a composite number, Activity Three: prime factor and prime factorization, Activity Four: highest common factor and lowest common multiple; Activity Five: relatively prime and fraction in lowest term. It could be discovered that misconceptions still existed in “highest common factor and lowest common multiple” and “relatively prime and fraction in lowest term,” and that the misconceptions in “differentiating a prime number and composite number” and “prime factor and prime factorization” were clarified. Generally speaking, the students had improved greatly after the remedial instruction. With respect to certain misconceptions that have not been clarified, if there was sufficient time and more rigorous instructional design, it was believed that the remedial instruction could elaborate its greatest results to improve the mathematic abilities of the students.