A study of fifth-grade children''s abilities in estimating measures and numerosity in Pingtung and Kaohsiung

• Main Authors: Chuang Wei Chan, 莊維展
• Other Authors: Cheng Po Hsin
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/93410550980651442548

碩士 === 國立屏東師範學院 === 數理教育研究所 === 89 === The main purpose of this study was to investigate children’s abilities of estimating measures and numerosity（EM & N）in the four aspects of area, length, quantity, weight. For this purpose, quantitative and qualitative methods were equally emphasized. The subjects were four hundred and eleven 5th-graders in 12 elementary schools of Pingtung and Kaohsiung. And this study can be divided into two stages. In stage I, all the participants took the test made by me to examine students’ abilities of EM & N. Thirty-six subjects among all the participants were selected （as a result of stratified sampling of three students per school）according to the results of the test. In stage II, the thirty-six subjects were further interviewed for their individual performance, strategies and processes of EM & N after a re-test. According to the empirical data and the interview analysis, the results and findings were stated as follows: 1.The children’s performance of EM & N in “area” is inferior to the ones in quantity, weight and length; however, their performance in “quantity” is significantly better than the ones in weight and length. Besides, there is no significant difference in the performance in length and weight. 2.Male and female children have no significant differences in those four aspects. 3.No significant differences in the entire EM & N were found between the district the children study in. 4.The size of the school has influences on the entire EM & N. The performance of the big school is better than that of the small school. 5.The math achievements of the children also have significant differences in the EM & E of the four aspects. 6.After the standard unit is shown, there is no improvement in the EM & N of length, quantity, and weight, but it helps a lot in the case of area. 7.According to the interview, it is generalized that the EM & N strategies of the 5th-graders in elementary schools include “I don’t know”, ”guess”, ”standard unit comparison”, ”referent unit comparison”, ”decomposition/recomposition" and “transforming the unit”. 8.There are 3 kinds of processes of choosing EM & N strategy: 1. single strategy; 2. estimating various things with different strategies; 3. multiple strategies. 9.There are 3 kinds of processes of EM & N strategy adoption prior and posterior to the demonstration of standard unit: 1. the previous and following strategies remain the same; 2. they are different; 3. they vary on occasion but not always. 10.The processes of EM & N about area, length, quantity, weight and the final process of EM & N are generalized.