| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 99 === The purpose of this study aims to investigate the practice and effectiveness of PPT pictorial representations and metacognitive teaching strategies for the fifth grade curriculum of elementary school in instructing addition and subtraction of fractions with unlike denominators. The author proposes a new design of teaching method that comprises four main topics, which are concept attainment, unit volume concept, equivalent fractions, and calculation with unlike denominators. In this study, the experiment lasts about two weeks with the total of ten lessons (i.e. each lesson last 40 minutes). The experimental group is a class of 29 fifth grade students from an elementary school in Kaohsiung City. The methods of data collecting involve pretest/posttest, mathematics diary, learning sheet, video record in classroom, and assessment of teaching. Both qualitative and quantitative analyses of data are involved in this research.
It shows the proposed teaching method can improve the students'' ability of calculating fractions with addition and subtraction. Because, instant of memorizing, the students also understand the concept of the calculations. Through our method, the students have better understanding of the concept of link, assimilation and adaptation for addition and subtraction with unlike denominators of fractions. The analysis also shows the miscalculation rate is significantly reduced in compare with the control group. In more precise, the proposed strategy can effectively reduce the miscalculation of fractions such as “obtaining the same denominator”, “borrowing from integer for supplementing subtraction of fraction”, and “converting mixed fraction”.
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