| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 90 === The Performance of Teaching Time Units Conversion and
Remedial Teaching for the Fifth Grade Elementary Students
Abstract
This study focuses on the learning response of time units conversion, as well as on realization of why and how to mistake resolution to time units conversion by elementary students. By considering this results, we have developed the remedial teaching activities to improve the learning efficiency of time units conversion. To realize how the mistake resolution to time units conversion happens during teaching, the paper examination were performed. By individual interview with students, we can realize each thinking procedure in his mind. By considering the data from paper examination and individual interview, the remedial teaching strategy was proposed and evaluated. The 185 fifth grade elementary students were selected for this paper examination. Twelve students from this sample were selected for interview investigation. Three students with low achievement from twelve students were selected for remedial teaching studies. The data, which had analyzed for this study, mainly came from the paper examination and individual interview.
The results were shown as follow：
（A）The learning response of time units for students：
The first, the passed rate of the tests which students can make different from larger scale to smaller scale is 91 % .The second, the passed rate of the questions which mathematically calculating conversion of single number time unitages to other single number time unitages is 86 % and the word problem is 73% . The passed rate of the questions for mathematically calculating conversion of single number time unitages to compound number time unitages is 70 % and the word problem is 57 % .The learning performance of tests which mathematically calculating the conversion of single number time unitages to other single number time unitages was superior to the tests which mathematically calculating the conversion of single number time unitages to compound number time unitages. The third , the passed rate of the questions for converting the higher scale units to lower scale units is 88 % and the lower scale units to higher scale units is 83 % in the tests which mathematically calculating the conversion of single number time unitages to other single number time unitages .The passed rate of the questions for converting the higher scale units to lower scale units is 71 % and the lower scale units to higher scale units is 69 % in the tests which mathematically calculating the conversion of single number time unitages to compound number time unitages. It made no difference between the learning performance of converting the higher scale units to lower scale units and converting the lower scale units to higher scale units.
（B）The reasons why mistake resolution made by students can be contributed to as the following factors：
1. They can’t discriminate the relationship of time units scale.
2. They didn’t know the meanings of the time units with compound number.
3. They can’t realize what the time units conversion is.
4. They were confused of the dial scales on clock.
5. They were too familiar with decimalism to realize other unitages conversion.
6. They were confused of converting the unitages of days to hours , hours to minutes , and minutes to second：such as the conversion of minutes to seconds with sexagesimal system.
7. So various time unitages scales lead to the barrier of units conversion resolution.
（C）We have offered the remedial teaching strategies for the mistake resolution factors . It was shown as follows：
1. The number lines of time scales were applied as auxiliary instrument for students to realize the meaning of compound numbers.
2. The usage of the concept similar to the conversion of coins was applied for students.
3. The teaching strategy that leads them to recognize and judge the units scale was implemented.
4. To improve the consecution between the circumstantial operation and arithmetical calculation during time unitage conversion, time-bill tools were applied as auxiliary instruments.
5. To improve the passed rate of resolution in the exercise word problem by students, the strategies of simplified units and numbers were applied.
By introducing the activities of remedial teaching after normal teaching activities, the learning performance of students can be significantly improved.
keyword: time units conversion、mistake resolution、remedial teaching
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