The Study of Learning Process and Efficacy on Different Denominator Fraction Addition and Subtraction in Fifth Grade Students－Using Equivalent Fraction and Metacognitive Strategy Approach

• Main Authors: Chin-lung Tu, 杜錦龍
• Other Authors: Dannie Hsieh
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37333306767426618111

碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 98 === The purpose of the study is to help students learning different denominator fraction addition and subtraction by themselves. The researcher believes that the best way to enhance mathematics concepts is to connect the new concept to the old relevant ones and to make the mathematics concepts form a whole connected net. Only metacognition can make it happen. In this study, we use metacognition strategy approach to help students learning different denominator fraction addition and subtraction more easily and naturaly. In preview-work sheet,we help students to remind relevant concepts, then ask them to solve the new concept problems by themselves. In the classroom, we let students discuss the idea and the work in the preview-work sheet. Through the discussion, we can help students clarifying and correcting their wrong concepts. After class, we ask the students to write another woksheet in order to look back their thoughts and strategies. We use the after-class worksheet to help students review and consolidated the right concepts. Through these ways, all the students can understand and correctly solve the different denominator fraction addition and subtraction without teaching by the teacher. In this study, the major findings and enlightenment are as follows: First：We find out that if we can help students understanding the relevant concept-“the same denominator means the same unit”, and the new concept-“use equivalent fraction to transform different denominator fractions to the same denominator fractions”. They all can solve different denominator fraction addition and subtraction by using equivalent fraction to make the different denominator fractions becoming the same denominator fractions. Then the fractions become the same unit, so they can be added and subtracted like whole numbers. Second： In this sudy, we find out that students can learn by themselves without teaching.Through learning metacognitiovely, the students can connect the new concept to the old relevant ones. They can assimilate the same concepts, and adapt the different concepts by themselves. By the result of SPSS examination（T-examination）, we can prove that the assimilation and adaptation metacognitive learning is indeed a very effective learning strategies.