The research of the efficiency of how junior（second grade）students solving the addition and subtraction problem by adopting the numeric separate record

• Main Authors: Chen-hui Lee, 李貞慧
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/27558560822459833088

碩士 === 國立臺南大學 === 數學教育學系 === 90 === This research is based on the concept wants to help students learn the concept of correlated with addition and subtraction more efficiently, acquire the concept of correlated with addition and subtraction more correct, and adopt the concept to proceed the activity of solving mathematics questions. The objective of this research is to be the guide of the experimental course. In the design of the experimental course, it will assist students to understand the part-whole schema behind the addition and subtraction problem by adopting the numeric separate record（a＝b＋c）. Therefore, there are two researching directions in this research. First, researcher plans to adopt the numeric separate record in the experimental course and to research whether this course helps students form the concept of correlated with addition and subtraction. Second, researcher would like to research how students with different mathematics performance will apply the concept of correlated with addition and subtraction after taking the experimental course. The experimenters of this research are the second grade students of An-Ping elementary school in Tainan. This research picks two classes that have the commensurate grade in eight times of examinations and the preceptors of the classes are willing to help this research to perform this experiment. One of the two classes is the experimental team to adopt the numeric separate record into the courses, and the other is the contrastive team and takes the original courses. Students will take the pre-test before taking the courses, take the post-test after taking the courses immediately and take the follow-up test after one month. Students will be divided into high-grade, medium-grade, low-grade groups and interviewed respectively. After the experiment, the grades will be proofed by one-way analysis of covariance with using the pre-test for factor of the covariate. Below are the conclusions : First, in the performance of the post-test, the grade of the test is no specific difference between experimental class and the contrastive class. It means there is no conspicuous influence on students to understand the concept of correlated with addition and subtraction after adopting the numeric separate record. Second, in the performance of follow-up test, there is a conspicuous difference between the experimental class and the contrastive class. It means there is conspicuous influence on students to understand the concept of correlated with addition and subtraction after adopting the numeric separate record. Third, the students in the high-grade group of the experimental class has captured the idea of the part-whole schema in the addition and subtraction problem; Students of the high-grade group in the contrastive class and the students of the medium-grade group in the experimental class are in the forming stage; Students of the low-grade group in the experimental class and the students of the low-grade group in the contrastive class are used to solve the question according to the key words in the question instead using the concept of correlated with addition and subtraction. Based on the result of the teaching experiment, here are some suggestions. First, teachers can try to adopt the “numeric separate record” into the courses to guide the students to think and help students form the concept. Second, schoolbook committees can try to innovate the teaching plan (appendix 7) into the course or put this course into the teaching direction for teachers to use.