Problem Solving Performance of Pre-service Teachers on Number Line involving Fraction Problems

• Main Authors: Pei-Wen Liao, 廖姵雯
• Other Authors: Shiang-Tung Liu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/53766780676178204139

碩士 === 國立嘉義大學 === 數理教育研究所 === 102 === The main purpose of the study was mainly to explore the problem solving performance of pre-service teachers on number line for fractional problems. The research subjects were 176 pre-service teachers of primary education from a univerdity of education. The Frational Number Line Problem Task consisted of six problems was adopted as a research tool. Data were analyzed by both quantitative and qualitative methods. The research findings were as follows: 1. The data of correct percentage showed no significant difference between contextual and non-contextual problems. 2. The data correct percentage showed no significant difference among three types of problems (different origin positions). 3. Some pre-service teachers showed less confidence in solving problems, and responded with unit fraction as a reference norm, thus, they were less efficent during the process of problem solving. 4. Main incorrect types of problem solving are as follows:(1) Making confusion between「number of subintervals for a given interval」and 「number of split points for a given interval」、(2) while equal-segements were made, some mistakes were influenceed by the denominator、(3) estimating the location by decimal numbers rather than fractioal numbers、and (4) incorrect algorithms for fractions substraction with different denominators.