分數補救教學之歷程的研究

The Study of Remedial Instruction on Fraction

楊德清;洪素敏
Der-Ching Yang;Su-Ming Hung


所屬期刊： 第4卷第2期 「課程與教學」
主編：香港中文大學教育學院院長
李子建
澳門大學教育學院院長 單文經
系統編號： vol013_05
主題： 課程與教學
出版年份： 2008
作者： 楊德清;洪素敏
作者(英文)： Der-Ching Yang;Su-Ming Hung
論文名稱： 分數補救教學之歷程的研究
論文名稱(英文)： The Study of Remedial Instruction on Fraction
共同作者：
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論文頁數： 34
中文關鍵字： 國小五年級;分數;補救教學;表徵
英文關鍵字： fifth grade;fraction;remedial instruction;representation.
服務單位： 國立嘉義大學數學教育研究所所長;彰化縣新興國小教師
稿件字數： 25945
作者專長： 數常識、估算、心算
投稿日期： 2008/2/29
論文下載： pdf檔案icon
摘要(中文)： 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。
摘要(英文)： 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.
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