| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 105 === The research mainly investigates the third grade students’ concept about Fractions, which include equal-parts、unit-fraction、simple fraction、compare fraction、add like fraction、equivalent fractions and their strategy of solving problems and their performance of meta-cognition. The study method uses writing test to quantitative analysis and performs qualitative research in a interviewing way. The research also investigates students’ meta-cognition and misconception while solving the problems.The research shows that young students are doing better on questions with words than those with multiple representations. The rate of answering right of discrete magnitude is higher than that of continuous quantity. Whether students’ prior knowledge is complete and whether they can translate freely among multiple representations both directly influence their learning effects. The math abilities of meta-cognition influence students’ strategy of solving problems, and students’ misconception. Fraction leads to solving the problem incorrectly.The research sorts out students’ mistakes into five types as follow: One, the wrong prior knowledge ; Two, the building up of multiple representations not skillful; Three, the lack of examine; Four, not completely understanding the questions; Five, careless calculation and missing the questions. The research gives some suggestions based on the study result on the teaching of fractional concept to young students and the future direction of the research.
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