| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 103 === This study is intended to perform fraction remedial teaching for fourth graders employing formative assessment and to explore the students' academic performance after implementation of remedial teaching course. There are four research purposes: first, to understand what troubled the third graders about learning fraction, to plan remedial teaching program and to analyze teaching history; second, to explore the issue troubled students in fourth grade remedial teaching program about learning fraction, plan remedial teaching program and analyze teaching history; third, to analyze the classroom dialogue classification of remedial teaching using " discourse-based formative assessment practice" (DAP) and evaluate academic performance of students; and fourth, to reflect the researcher’s individual teaching professional growth after the implementation of "DAP" remedial teaching.
An action research approach was employed in this study. The objects were eight students failed in screening tests of remedial teaching online assessment. There were totally twenty-eight forty-minute classes designed in the remedial program. Research instruments included: the pretest and posttest of the basic concepts about fraction during the third grade, the pretest and posttest of the basic concepts about fraction during the fourth grade, fraction remedial teaching programs, learning sheets, mathematical learning attitude scale, mathematics learning satisfaction questionnaire, interview outline, teaching reflection records, as well as teaching video recorder. Data were analyzed through qualitative approach, supplemented by quantitative one. Quantitative information was statistically analyzed with descriptive statistics. Observation, interviews and questionnaires were employed to collect the qualitative data, And using constant comparison method, analytic induction method to analyze.
The results of this study were as follows:
First, there were five types of misconception explored in the fraction learning in third grade including: the lack of concept of equal portions, the lack of the concept about the part and the whole, the concept of unit quantity, the lack of the concept about accumulation of unit fraction, the concept of fraction with the same denominator. By way of the student-centered remedial learning program, multiple teaching was implemented. Concrete operation and graphical representation were selected to promote students’ understanding about the meaning of questions. Using questions and feedbacks help them to clarify the misconception and construct the correct basic concepts about fraction.
Second, three types of misconception were found in the learning of fourth grade fraction of remedial teaching fourth graders. They could not tell proper fraction from improper fraction and could not understand that a mixed fraction meant a fraction with a whole number. Then they had the difficulties of exchange between a mixed fraction and an improper fraction. Finally, they could not understand the division of integers in a fraction. By the way of the implementation of integrating teaching and assessment in the remedial teaching program, the students’ misconception were clarified through the teaching activities of multiple representations, learning sheets to diagnose and evaluate the learning performance and proper feedback on conversation in class.
Third, the researcher used IRE structure proposed by Mehan (1979) including: initial, reply, evaluate (or feedback) to arrange the dialogs between the teacher and students and focused on extended sequence. Eventually, coded the dialogs with high-level, low-level and rhetorical questions. In addition, summing up the quantitative and qualitative analysis of the performance including “the pretest and posttest of the basic concepts about fraction during the third grade” and “the pretest and posttest of the basic concepts about fraction during the fourth grade”, it showed that the remedial teaching using DAP promoted students’ performance in learning fraction. According to the higher score in “mathematical learning attitude scale” and the average of three dimensions comparing with the score before the remedial teaching, it presented that DAP helped mathematical learning attitude more positive. Furthermore, the researcher found students enjoyed in remedial teaching more than before according to the feedback in “mathematics learning satisfaction questionnaire” and “focus interview”.
Fourth, through the implementation of remedial teaching program, the researcher realized how to employ DAP to guide students to learn fraction with the multiple teaching of respect to differences and integration of representation. In the future, the researcher will keep enhancing the techniques of dialogs, promoting teaching professional ability to facilitate students to face difficulties in mathematics learning in time and eliminate the learning gap.
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