| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 102 === The purpose of the study is to investigate the performance of the length concepts for second graders. A total of 155 second grade students were from an elementary
school in the north of Taoyuan County. Two variables—different length concepts and
different representations were used to design the questionnaire. Purposive sampling
was adopted to screen subjects of interview from six classes. Four students were
selected from each class, one from the low-scoring group, two from middle-scoring
group, and the other from the high-scoring group. Semi-structured interviews were
conducted to understand the problem-solving strategies and misconceptions of these
school children while answering the questions. The results of the study were analyzed
using SPSS.
The main results are shown as follows:
1. No significant interaction in the performance of length for different length concepts
and genders.
2. No significant interaction in the performance of length for different representations
and genders.
3. No significant interactions in the performance of length for different length
concepts and different representations.
4. Significant differences are found in the performance of length for different length
concepts.
5. There are significant differences in the performance of length for different
representations.
6. Among the performances in differernt length concepts, the performace in
measurement is greater than that of conservation, and the performance of
conservation is greater than that of estimation.
7. Between the performances in differernt representations, the performance in
semi-concrete operation is greater than that of the the concrete operation.
8. Girls were supeirior to boys in the performances of differents length concepts and
different representations.
9. Second graders showed a different problem-solving strategies, several error types
and misconceptions.
After further interviews, we discovered that findings of the study are quite
effective in clarifying the length misconceptions of the students. Finally, some
suggestions are recommended for length teaching, material designing, and future
studies.
Keywords: length, measurement, conservation, estimation, representation,
misconception.
|
|---|
