A Study on the effects of Multiple Representation Curriculum on Fraction Number Learning for Fourth Grade Children

• Main Authors: Iuan-Jyh Wang, 王淵智
• Other Authors: Mi-Tao Chen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/19346865907282771749

博士 === 國立高雄師範大學 === 教育學系 === 93 === A Study on the effects of Multiple Representation Curriculum on Fraction Number Learning for Fourth Grade Children Iuan-Jyh Wang Abstract The purpose of this study is to investigate effects of Multiple Representation Curriculum (MRC, based on the interactive model for using representational system proposed by Behr’s group) on fraction number learning for fourth grade children. A quasi-experimental design with pretest, posttest, delayed test and interview was adopted. Two fourth grade classes were selected from the suburbs of Kaohsiung City, with a class of 27 children as control group, and the other class of 31 as experimental group. Quantitative analyses included ANCOVA and MANOVA statistical methods for testing hypothesis. For qualitative analyses, 9 cases (three from each of high, medium, and low group) were conducted from experimental group by sorting their pretest scores and conducted interview with them, to evaluate their developments of fractional conceptions and schemes. The findings were as follows: Development of MRC. It was feasible to apply representation theory of cognitive psychology in the elementary mathematics curriculum development, in order to enhance understanding of children’s fraction learning. In addition, there were only performances of fractional composition and decomposition subscale that were significantly higher than the control group on posttest and delayed tests. Number Concepts. Children from control group or those who received MRC were performing better in fraction words. In addition, interviews results indicated that children from nine cases were more elaborative in concepts of fraction words and part-whole relation, when compared to prior experimental teaching. However, there was only limited development in equivalent fraction concepts. Fraction Schemes. The developments of equi-partitioning and iterative fraction schemes of nine cases were facilitated after MRC instruction was applied. Children also understood principles on “fairness” and “exhaustion”. However, there was virtually no major development in recursive partitioning scheme. Finally, the investigator gave recommendations for teaching, research and administration of curriculum standards.