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題名：分數補救教學之歷程的研究
書刊名：教育研究與發展期刊
作者：楊德清 引用關係／洪素敏
作者(外文)：Yang, Der-ching／Hung, Su-ming
出版日期：2008
卷期：4:2
頁次：頁85-118
主題關鍵詞：國小五年級；分數；補救教學；表徵；Fifth grade；Fraction；Remedial instruction；Representation
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:6
  • 點閱點閱:98
本研究之目的為探討運用具體、半具體到抽象符號表徵所進行的分數補救教學歷程及學習成效。採便利取樣，以某校五年級學生進行分數概念測驗，並自測驗分數低於10分的學生20人進行訪談。最後，選出12位具有迷思概念學生，於暑假進行為期2週的補救教學。 結果顯示，補救教學後學生在「分數詞之意義與等分概念」，「單位量角色」及「比較分數大小」等方面有長足進步。但是，仍有部分學生無法克服「以整數的運算類推分數加法」、「等值分數的求法和分數的乘法混淆」及「無法將分數視為數線上的一個數值」等迷思概念。此外，學生都能知道各種圖形表徵所代表的意義，顯示他們不再侷限於單一的圖形表徵，較能靈活轉換不同表徵之間的意義。
The purpose of this study was to investigate the progress and effects of remedial instruction through the use of concrete, semi-concrete, and symbolic representations. The fifth graders in a rural school participated in a paper and pencil test of fractions, and 20 students who scored less than 10 (total score was 20) volunteered for interviews. Finally, 12 students who had misconceptions on fractions were selected to participate in remedial instruction during summer recess. The results indicated that students made progress on “understanding the meaning of fraction and equality”, “the role of unit” and “comparing fraction size” after the instruction. However, about half of students still had misconceptions involving “misusing the rule of integer to the addition of fractions”, “misunderstanding the meaning of equivalent fractions and the multiplication of fractions” and “failing to consider the fraction as a numerical value on the number line.” Furthermore, students could understand the meanings of different representations.
期刊論文
1.Post, T. R.、Behr, M. J.、Wachsmuth, I.、Lesh, R.(1984)。Order and Equivalence of rational number: A Clinical Teaching experiment。Journal for Research in Mathematics Education，15(5)，323-341。  new window
2.Empson, S. B.(2003)。Low-performing students and teaching fractions for understanding: An interactional analysis。Journal for Research in Mathematics Education，34(4)，305-343。  new window
3.Ross, R.、Kurtz, R.(1993)。Making manipulatives work: A strategy for success。Arithmetic Teacher，40(5)，254-257。  new window
4.林福來、黃敏晃(19930300)。分數啟蒙課程的分析、批判與辯證。科學教育學刊，1(1)，1-27。new window  延伸查詢new window
5.Baxter, J. A., Woodward, J., Olson, D.、Robyns, J.(2002)。Blueprint for writing in middle school mathematics。Mathematics Teaching in the Middle School，8，52-56。  new window
6.Cramer, K. A., Post, T. R.,、delMas R. C.(2002)。Initial fraction learning by fourth-and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum。Journal for Research in Mathematics Education，33 (2)，111-144。  new window
7.Hunting, R. P.(1986)。Rachel’s schemes for constructing fraction knowledge。Educational Study in Mathematics，17，49-66。  new window
會議論文
1.張新仁(2000)。補救教學面面觀。義務教育階段補救教學系統研究與實務研討會，國立高雄師範大學特殊教育中心 。高雄市。13-34。  延伸查詢new window
2.Bergeron, J. C.、Herscovics, H.(1987)。Unit Fraction of a Continuous Whole。Montreal, Canada。  new window
學位論文
1.黃芳玉(2003)。國小六年級學生數學表徵能力與計算能力之研究，嘉義。  延伸查詢new window
圖書
1.國立編譯館國民小學數學科教科用書編審委員會(2001)。國民小學數學科教科書及指引。臺北市：國立編譯館。  延伸查詢new window
2.Zuber-Sherritt, O.(1996)。New Directions in Action Research。London, UK：The Falmer Press。  new window
3.Baroody, Arthur J.(1987)。Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers。Teachers College, Columbia University。  new window
4.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
5.Maurerm, Daphne、Charles, Maurer、蕭德蘭(1998)。嬰兒的感官世界。台灣台北：天下文化。  延伸查詢new window
6.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
7.Stein, M. K.、Smith, M. S.、Henningsen, M. A.、Silver, E. A.(2000)。Implementing standards-based mathematics instruction: A casebook for professional development。New York, NY：Teachers College Press。  new window
8.吳明隆(2001)。教育行動研究導論：理論與實務。五南圖書出版股份有限公司。  延伸查詢new window
9.Elliott, John(1991)。Action research for educational change。Open University Press。  new window
10.National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standards for school mathematics。Reston, VA：National Council of Teachers of Mathematics。  new window
11.黃政傑(1999)。課程改革。漢文。  延伸查詢new window
12.Bezuk, N.,、Cramer, K.(1989)。Teaching about fractions: What, when, and how?。New Directions for Elementary School Mathematics。Reston, VA。  new window
13.Heddens, J. W.(1984)。Today’s Mathematics。Chicago：Science Research Associate。  new window
14.Kouba, V., Zawojewski, J.,、Strutchens, M.(1997)。What do students know about numbers and operations?。Results from the sixth mathematics assessment of the National Assessment of Education Progress。Reston, VA。  new window
15.Mack, N. K.(1993)。Learning rational numbers with understanding: The case of informal knowledge。Research on the teaching, learning, and assessing of rational number concepts。Hillsdale NJ。  new window
16.Post, T. R., Cramer, K., Behr, M. J.,、Lesh, R., Harel, G.(1992)。Curricula implications of research on the teaching and learning of rational numbers concepts。Research on the teaching, learning, and assessing of rational number concepts。Hillsdale NJ。  new window
17.Southwell, B.(1985)。The development of rational number concepts in Papua, New Guinea。Theory, Research, and practice in mathematical education。Nottingham, England。  new window
圖書論文
1.Stein, M. K.、Remillard, J.、Smith, M. S.(2007)。How curriculum influences student learning。Second handbook of research on mathematics teaching and learning。Information Age。  new window
2.Hart, K.(1988)。Ratio and proportion。Number concepts and operations in the middle grades。Reston, VA：NCTM。  new window
3.National Research Council(2001)。Adding it up: Helping children learn mathematics。Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education。Washington, DC：National Academy Press。  new window
4.Hiebert, J.、Grouws, D. A.(2007)。The effects of classroom mathematics teaching on students' learning。Second handbook of research on mathematics teaching and learning。Charlotte, NC：Information Age Publishers。  new window
5.Dreyfus, T.、Eisenberg, T.(1996)。On different facets of mathematical thinking。The nature of mathematical thinking。Mahwah, NJ：Erlbaum。  new window
 
 
 
 
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