Editing and Analyzing of the Fifth Grader’s Estimating Ability

• Main Authors: wang,hsiu-hui, 王秀惠
• Other Authors: 許天維
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/74150889942699198019

碩士 === 臺中師範學院 === 數學教育學系在職進修教學碩士學位班 === 93 === Editing and Analyzing of the Fifth Grader’s Estimating Ability Abstract In order to understand the inner development situation of the schoolchildren after the teaching activities, this research will study schoolchildren’s concept structure through their response, and therefore get the teaching reference. The aim of this research lies in establishing a set of computational estimation test. By analyzing the test results with the Item Relational Structure Analysis of Japanese researcher Takeya , the concept structure charts of the schoolchildren’s will be presented. According to the test question connection structure charts presented from test results, here are the conclusions: 1. In the concept of taking the approximate value, schoolchildren tend to develop the abilities to make the comparison after they have the overall understanding of the concepts of all methods. 2. In computational estimation of the integer, schoolchildren would initially have the less-figures estimation concept, than move on further to the more-figures estimation. 3. In computational estimation of the fraction, schoolchildren would first have the estimation concept with the smaller denominator, than move on further to the estimation with the larger denominator. 4. Schoolchildren have superior performance in basic facts and place value than other computational estimation items. 5. From the test question connection structure charts, the fact that schoolchildren develop their estimation concept initially from the basic facts can be found , to place value , to approximate value, then to reorganization, and further to mental arithmetic and arithmetic, and finally to form the compensate strategy concept. 6. Schoolchildren’s performance in situation questions and calculation questions do not vary much. 7. Schoolchildren’s comparison concept for value is formed from the less -figures number to more-figures number. And they apparently perform better in plus-minus questions than time-divide and taking approximate questions. At the end of this research, there are constructive suggestions, which can be reference for the teaching as well as the further researching. Key word: Computational estimation、Mental Arithmetic、Approximate Value 、Item relational structure analysis