Effects of Conceptual Change Teaching Strategies on Fifth-Graders' Learning Achievements and Misconceptions Concerning Area in Mathematics

• Main Authors: HUANG, WAN-JU, 黃婉茹
• Other Authors: YEN, JUNG-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3czat5

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) === 105 === This study explored the effects of conceptual change teaching strategies on fifth-graders’ learning achievements and misconceptions concerning math lessons on the topic of area. A quasi-experimental design was adopted with both qualitative and quantitative methods. Purposive sampling was conducted to recruit 61 students from fifth-grade classes in an elementary school in northern Taiwan, who were randomly divided into experimental and control groups according to the original classes. Multimedia teaching was administered to both groups, but only the experimental group received additional counter – example - based conceptual change teaching. Each group received six lessons throughout the study. The findings are as follows. First, the experimental group achieved more favorable learning outcomes than the control group. Second, the experimental group made greater changes in their misconceptions about area measurement than did the control group. Third, in interviews about factors affecting changes in misconception about area measurement, respondents stated that “explanation with teaching aids” and “concept teaching” induced the most conceptual changes in the concept-learning category of “drawing triangles with specific areas”. They also perceived “explanation with teaching aids” as the most important approach to causing conceptual changes in the concept-learning categories of “measuring triangle area by the number of grids,” “coverage of per unit of area,” “unit conversion,” and “application of area formulas;” moreover, they reported that concept teaching strategies designed to encourage cognitive conflict by means of examples and counterexamples resulted in the most conceptual changes in the concept-learning category of “the relationship between area and perimeter.” Suggestions for the curricular design of area lessons and the application of conceptual change teaching strategies in such lessons were proposed on the basis of the findings.