Math Instructional Structure Methods apply to common divisor and common multiple in junior high school

• Main Authors: Wang Wu, 王禹
• Other Authors: HU,FENG-RONG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/95720332600341648902

碩士 === 國立臺中教育大學 === 數學教育學系 === 103 === Abstract This study was to explore Math Instructional Structure Methods applying to common divisor and common multiple in junior high school. State a mathematical common divisor and common multiple of research unit. The research objects are the public school’s students together with my own cram students.By analyzing the concept mapping, the subject of distribution for the most effective to achieve the best educational outcomes. 1. Math Instructional Structure Methods apply to the rank of the monthly exam on the sort, the majority reached the top few in the class. 2. Math Instructional Structure Methods in Common Factor and the concept of common multiple achieve the effectiveness of teaching. 3. Math Instructional Structure Methods in Common Factor and the concept of common multiple can improve the effectiveness of teaching in a short time. 4. Math Instructional Structure Methods in Common Factor and the concept of common multiple achieve the effect of teaching by using reinforcing teaching. 5. Studies have shown that the structure of the series in improving mathematics teaching has great effect. Mathematical structure of the series is based on the concept mapping. Research shows that after the use of concept mapping analysis on public schools, cram monthly exam results, access to significant teaching effect. Keywords：concept mapping、common divisor and common multiple、 the rank of the exam on the sort、reinforcing teaching