A Case Study of Applying New Mathematical Instruction on Decimal to Third Graders

• Main Authors: Chin-Tsung Wu, 吳金聰
• Other Authors: Man-Li Liu
• Format: Others
• Language: en_US
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/15335190733468388413

碩士 === 國立屏東師範學院 === 國民教育研究所 === 87 === The purpose of this study was to explore the practical situations and problem of teaching decimal on applying New Mathematical Instruction(NMI) on decimal to third graders. NMI was proposed in the curriculum standards for elementary school mathematics (1993 version). This study was carried out at one of the elementary schools in Pingtung City in the school year 1998. The body of participants in this study includes the writer, 6 teachers, and 38 third graders. Video-taping of the teaching, writing check list, practicing mathematical work, taking memo and interviewing methods were used to collect data. The major findings of this study were divided into two parts and summarized as followed: (I) Teaching practice: The teaching behavior of the writer showed a trend in moving towards NMI. The following functions were found in the teaching behaviors: improving learning motivation, cultivating democratic spirit, assisting pupils’ learning and requiring learning spirit. However, the teaching behaviors of the teacher needed to be corrected in reminding keywords, helping pupil answer questions, imparting knowledge and entering abstract operation at a unsuitably early stage. (II) Teaching problem regarding decimal : Some of students had misconceptions with meaning of fraction (the whole used as a denominator), decimal number line (locating decimal on wrong place), and decimal subtraction (large digit subtracting small digit). These misconceptions might be eliminated by reflective thinking problem or cognitive conflict problem.