A study on factor and multiple concepts for the sixth graders by using the item relational structure analysis

• Main Authors: Chou,Suping, 周素萍
• Other Authors: Sheu, Tianwei
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/95634518704877119685

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 99 === This study explores the differences between the knowledge construct of sixth graders in learning the concept of factor and multiple. First, by using a test with the item check list and two-way specification table investigated our test for qualitative analysis. Next, apply statistical analysis with testing results to realize difficulty, discrimination, reliability, and validity of each item. Finally, carry on the quantity again using the Theory of Item Relation Structure, and present structure drawings , we get the conception structures of sixth graders and have some findings as follows: 1. The structure graph of IRS shows that 7 multiples are lower position than 11 multiple, the schoolchild feels easily in “7” multiple concept . 2. The teacher may join the higher multiple concept computing power practice in the classroom. 3. “Multiple” is the lower position concept, and “factor” is the upper position concept. It would conform to schoolchildren's cognition development from the introduction of “multiple” concept to the introduction the concept of “factor”. 4. Under examination of each sub-concept, we generalize some mistakes that schoolchildren often make as follows: （1）The schoolchildren are easy to have misconception in “0”and “1”. （2）The partial students lack of reciprocal concept between “factor” and “multiple” and the writing understanding ability. Based on the results of the study, several suggestions are offered as reference for educators and future research.