A study on structure analysis of elementary school fifth graders’ concept of parallelogram

• Main Authors: YOU, SHR-BIN, 游世斌
• Other Authors: 許天維
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/77878569360943350682

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 95 === Abstract The purpose of this study was to develop conceptual papers regarding parallelogram;by using Item Relational Structure (IRS) to analyze the test result, the study was able to form a structural graph in order to examine the elementary school fifth grader’s knowledge concept about parallelogram. The study was conducted in two fifth grade classes from a elementary school in Taichung County.After the examination, the theory of IRS and IRSP computer program will be used in order to analyze the results of examination. The prospect of this study is to gain inspirations by looking at the structural graph of the examination result of school children’s conceptual understanding regarding parallelogram. According to the result of the structural graph, the conclusion of this study are as follow: By comparing school children’s knowledge structure graph with professional knowledge structure graph, the study concluded the order of parallelogram sub-concept development of school children. （1） the concept of angle 1. The sum of interior angles is 360 degree. à The sum of exterior angles is 360 degree. 2. The diagonal angles are equal. à The adjacent angles are complementary. （2）the concept of length of sides 1. The length of each pair of diagonal sides is equal. à The formula of length of sides 2. Each pair of diagonal sides is parallel. à An area can be measured by the formula: the length of base multiplied by the length of height. àDifferentiating between base and length （3）the concept of area 1. area measuring; àarea estimating; àapplying area item solving skills It was found that the school children were very often confusing the formula of length of sides with that of area. According to the structural graph of the result, it suggests that there are no obvious development in connections between the concept of parallelogram and concept of sides and area. Few suggestions were made accordingly from the conclusion above, they are offered for instructors and further studies. Keywords： the concept of parallelogram, item relational structure analysis, IRSP