The study of remedial Instruction of permutation in high school

• Main Authors: Liu, Yen-yu, 劉晏瑜
• Other Authors: 姚如芬
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/2uatrh

碩士 === 國立嘉義大學 === 數學教育研究所 === 97 === The study of remedial Instruction of permutation in high school Liu, Yen-yu Graduate Institute of Mathematic Education National Chiayi University Abstract The case study of one student whose principle just to sees and knows how the student’s presentation in alignment and look forward student can get the concepts clearly. The research returns to the original concept content that is what text book said and tries to design that the activities with novel which the is student’s favorite. And use two-sides card, one for name and one for color, in remedial instruction and student can use these cards to help her understand or solve the problem in activities. Afterward, we check what student learns in this instruction and how student switch her misconception to the right concepts. At the end, we three results in rough： 1. Two-sides cards, one for name and one for color can help student differ permutation of nothing in common from part in common. 2. No use and instruct formula when student doesn’t understand what they mean. 3. It’s better use small number for student solves the problem in order to increase her confidence, but also need to use large number. Keywords: permutation of alignment, case study, remedial instruction