A Research on Remedial Instruction Composed of Schematic Drawing and Problem-Posing Teaching strategies in the Elementary Arithmetic Word Problems～An Example of Remedial Instruction for Third Graders
碩士 === 國立屏東教育大學 === 數理教育研究所 === 95 === The purpose of this study is to investigate the effects of the remedial instruction on the elementary school third graders who had difficulties in the listing equations (fill-in the blank problems) of elementary arithmetic word problems. The remedial instructio...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2007
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| Online Access: | http://ndltd.ncl.edu.tw/handle/22205496008532578358 |
| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 95 === The purpose of this study is to investigate the effects of the remedial instruction on the elementary school third graders who had difficulties in the listing equations (fill-in the blank problems) of elementary arithmetic word problems. The remedial instruction in this study included one problem-posing teaching activity and six schematic drawing ones. The aim of the schematic drawing activities was to help students understand the relations of the numbers in a word problem by questioning and then draw the appropriate pictures correspond to the word problem. The aim of the problem-posing activity was to help students consider the arithmetic word problems in alternative ways so that they could discriminate辨別from word problems of different types. Both of the qualitative data and quantitative data were included in this study. Three subjects in the study were selected by a pre-test and interviews. After the remedial instruction, a post-test and interviews were practiced to investigate the effects of the remedial instruction. The study found that the remedial instruction composed of schematic drawing and problem-posing teaching strategies in elementary arithmetic word problems can significantly promote students’ abilities of listing equations.
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