The Teaching Research Diagnosis of Elementary School Fourth Grade Students’ fraction conception

• Main Authors: Chen Ming Hung, 陳明宏
• Other Authors: Leu Yuh Chyn
• Format: Others
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/71854522851526777381

碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === The Diagnostic Teaching of Elementary School Fourth Graders’ Concept of Fraction Abstract The purpose of this research is to examine the result of the diagnosit teaching concerning the concept of fraction .It processes the fraction concept teaching to the fourth grade students of elementary school by adopting experiment approach as research method, invoking teaching diagnosis on experiment team, assuming the small discussion groups on control team; moreover to proof the result of teaching diagnosis through the two teams’students learning situation in the class, the performance of the post fraction test questions and school’s general achievement test’s (Mid-term measurement) fraction test questions. The result of this research reveals that the diagnostic teaching method can create the cognitive conflicts of the students, and to reach the results of concepts clearance and correction, and then further to reinforce students’fraction misconception effectively, the main research results are as follows: 1.Accepting the diagnostic teaching students’performance in the fraction concept class is more helpful for their learning than accepting small discussion groups teaching approach ones. 2.Accepting the diagnostic teaching students’rate of examination answer accuracy in the whole fraction concept of post fraction concept questions and in the each numerator concept is higher than accepting small discussion groups teaching approach ones. （1）These two groups’ students have obvious variance performances in the whole fraction concept, the units concept, and the equivalence fraction concept. （2）These two groups’ students have no obvious variance performances in the equal -sharing concept and simple fraction concept. 3.Accepting the diagnostic teaching students’rate of examination answer accuracy in the whole fraction concept and the each numerator concept of the general achievement test (Mid- term measurement) fraction concept questions is higher than those accepting small discussion groups teaching approach ones. （1）These two groups’students have obvious variance performances in the whole fraction concept, and the equivalent fraction concept. （2）These two groups’ students have no obvious variance performances in fraction assortment recognition, unit commutation, and simple fraction concept. Meanwhile according to the research results, this research has addressed some suggestions to teaching diagnosis activities design, measurement tool work, text books, teaching, teacher development, and the future research directions.