A teaching research of using EME Model on the same denominator proper fraction addition and subtraction

• Main Author: 趙智政
• Other Authors: 李源順
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/59187037176484529269

碩士 === 臺北市立教育大學 === 數學資訊教育學系碩士班 === 97 === The purpose of this study is to compare the learning effect of the third graders on addition and subtraction of the same denominator proper fraction by using two different teaching methods: the EME Model and traditional teaching. A quasi-experimental design was used in this study. Samples of this study were selected from the third graders of one Taipei Elementary school, and then randomly divided into two groups, the experimental group and the control group. Both groups were taught textbook-based. The theoretical framework of the experimental group was based on the NAEP mathematics assessment and Mathematic Presentation System was used to design digital materials for the experimental group. The experimental group used the EME Model teaching method and the control group used the traditional one. The following is the conclusion of this study: 1. The effectiveness of learning (1)The differences of the immediate effect and retained effect between two groups are both statistically significant. The experimental group is superior to the control group. (2)The difference of the immediate effect in the conceptual understanding between two groups is statistically significant. The differences of the retained effect in the conceptual understanding, procedural knowledge and problem solving between the two groups are statistically significant. The experimental group is superior to the control group. 2. After using the teaching method of the “EME Model”, the experimental group’s communication skills in mathematics have been progressed. 3. The EME Model has affirmative influence on students’ affection. Keywords: Information Technology Integrated Instruction, concept of fraction, addition and subtraction of fractions.