Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 105 === The purpose of this study is to explore the performance of two-step problem solving by seventh graders using "line segmentation combined with dynamic assessment." The study uses action research, the object of which is to provide remedial teaching...

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Main Authors: WANG, FU-SHENG, 王富生
Other Authors: LIU, MAN-LI
Format: Others
Language:zh-TW
Published: 2017
Online Access:http://ndltd.ncl.edu.tw/handle/30274406980479252109
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spelling ndltd-TW-105NPTU04760092017-02-17T16:17:10Z http://ndltd.ncl.edu.tw/handle/30274406980479252109 Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems 線段圖結合動態評量教學提升國一低成就學生分數兩步驟問題學習表現之行動研究 WANG, FU-SHENG 王富生 碩士 國立屏東大學 科普傳播學系數理教育碩士班 105 The purpose of this study is to explore the performance of two-step problem solving by seventh graders using "line segmentation combined with dynamic assessment." The study uses action research, the object of which is to provide remedial teaching for sixth and seventh grade students in the Pingtung district. The researcher uses a self-made two-part two-step test as the research tool as a pre-test and for post-test purposes. Fractional two-step problems include the addition and subtraction of the third class and the multiplication and division of the fourth class. The main findings of this study are: A. Before the test results: 1. Single-step column type of error. 2. Do not determine the relationship between the three scores of the number. 3. Wrong by the impact of keywords operation. 4. Brackets not used to solve the problem. B. Post-test results: 1. Line segment combined with dynamic assessment in remedial teaching to improve the achievement of low-score mathematics students in two-step solutions has a positive effect on scores and learning performance. 2. Line graphs are not helpful to all students. 3. Dynamic assessment tips for students help solve problems. The study suggests that teachers can make use of line segmentation combined with dynamic assessment while remedial teaching the two-step problem in order to provide students with more information for understanding questions and problem solving. LIU, MAN-LI 劉曼麗 2017 學位論文 ; thesis 121 zh-TW
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description 碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 105 === The purpose of this study is to explore the performance of two-step problem solving by seventh graders using "line segmentation combined with dynamic assessment." The study uses action research, the object of which is to provide remedial teaching for sixth and seventh grade students in the Pingtung district. The researcher uses a self-made two-part two-step test as the research tool as a pre-test and for post-test purposes. Fractional two-step problems include the addition and subtraction of the third class and the multiplication and division of the fourth class. The main findings of this study are: A. Before the test results: 1. Single-step column type of error. 2. Do not determine the relationship between the three scores of the number. 3. Wrong by the impact of keywords operation. 4. Brackets not used to solve the problem. B. Post-test results: 1. Line segment combined with dynamic assessment in remedial teaching to improve the achievement of low-score mathematics students in two-step solutions has a positive effect on scores and learning performance. 2. Line graphs are not helpful to all students. 3. Dynamic assessment tips for students help solve problems. The study suggests that teachers can make use of line segmentation combined with dynamic assessment while remedial teaching the two-step problem in order to provide students with more information for understanding questions and problem solving.
author2 LIU, MAN-LI
author_facet LIU, MAN-LI
WANG, FU-SHENG
王富生
author WANG, FU-SHENG
王富生
spellingShingle WANG, FU-SHENG
王富生
Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
author_sort WANG, FU-SHENG
title Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
title_short Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
title_full Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
title_fullStr Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
title_full_unstemmed Action Research on Using Dynamic Assessment Teaching Method Incorperating with Line Graphs to Improve the Low-achieving Seventh Graders Learning Performance on Two-step Word Fraction Problems
title_sort action research on using dynamic assessment teaching method incorperating with line graphs to improve the low-achieving seventh graders learning performance on two-step word fraction problems
publishDate 2017
url http://ndltd.ncl.edu.tw/handle/30274406980479252109
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