A Study of Integrating Picture Books into Division Concept for Third Graders

• Main Authors: Wu, Huichu, 吳惠祝
• Other Authors: Chung, Jing
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/35188185385198348460

博士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 99 === The main purpose of this study is to explore the influences of integrating picture books into division concept for third graders. “Quasi-experimental Design” was adopted in this study, the sample consists of 59 third graders of two classes. The teaching method of integrating picture books into division concept was assigned into the experimental group, whereas the teaching method of using textbooks referred to the control group. The content of teaching division is devided into two parts, divisionⅠand division Ⅱ. Discussion of the remainder was not included in divisionⅠ, and division Ⅱ focused on the discussion of the remainder. Both groups did six activities designed by the author. Activities were implemented by the author within ten sessions. Data were collected by multiple ways, including video tapes, paper works, tests, colleague’s observation records, and interviews. The study results revealed that integrating picture books into mathematics teaching may cause the curiosity of children and increase the rate of teacher-student’s conversation. DivisionⅠusing the book of The Doordell Rang, it helps the students build up their mathematical concept by teacher’s guiding. DivisionⅡusing the book of Two Tickets to Ride.When a picture book of multiple circumstances is selected while the teacher posing problems, it helps the students develop informal thoughts into formal mathematical knowledge. When teachers integrate picture books into division concept teaching for third graders, using the circumstance of picture books directly, adapting of picture books and textbooks are three ways to pose questions. By teacher's guidance, children could reach learning objectives and learning retention, especially for students with low mathematics achievement. The posttest and the pretest in the learning attitudes of the experiment group students have not reached the level of significance. However, the integration of picture books with math teaching not only makes students like math class, but also enjoys class discussions. It is suggested that teachers should integrate picture books into math teaching timely to increase students’ interests in learning mathematics.