| Summary: | 碩士 === 中原大學 === 教育研究所 === 96 === The purposes of this study were to explore third graders’ learning of division concept, and to examine the efficiency of integrating picture story books into mathematics remedial instruction for low achievers. The study applied a pretest posttest quasi-experimental design. Participants were 65 third graders selected from an elementary school in Taoyuan county. These students’ test scores were lower than the average on the researcher developed division concept test. They were randomly assigned to the experimental group (33) and the control group (32). The experimental group received a remedial instruction which integrated picture story books into mathematics instruction. The control group received a traditional remedial instruction. The treatment effects were based on results on the researcher developed division concept test, the researcher developed division concept application test, and a mathematics attitude scale developed by Zeng (2004). Research results were as following:
1. Based on students’ performance on the researcher developed division concept test, students’ difficulties on solving division questions were in “using the correct operation to solve a problem” and in “dealing with the remainder”. After the treatment, students seemed to perform better on understanding the meaning of the numbers in a division number sentence and the difference between the number of sets and the size of each set.
2. No matter what remedial instructions students received, result from the pre and posttest measures of division concept showed that students gained significantly in achievement. However, no significant difference was found between these two groups. The experimental group outperformed the control group on the researcher developed division concept application test.
3. The remedial instruction of integrating picture story books was proved to produce the retention effect on division concept learning.
4. Students’ attitude toward mathematics was improved at a .05 significant level after receiving the remedial instruction of integrating picture story books. It was also found students’ mathematics anxiety reduced after the remedial instruction.
Based on research results and findings, suggestions for the remedial instruction and future study were discussed as reference.
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