| Summary: | 碩士 === 臺北市立教育大學 === 數學資訊教育學系碩士班 === 99 === This thesis presents the mathematics learning of elementary student in the second-grade, who has been with low achievement.
The research is based on the interpretive method. Data are collected based on the case classes in the mathematics classroom. The in-class observations and the out-class interview of student are considered. In-class observations are the video recording and the notes by the researcher in case class’s math course. The out-class interview of students focus on their learning in class and the action that student do with the homework and exam. These interviews are also recording. Based on these data, researcher analyzes the student’s notions of conceptual understanding, procedural knowledge, and problem solving.
Researcher induces a conclusion as follows:
(1) Notions of conceptual understanding:
Case student can obtain the concept of add and subtract by the representation of manipulative and pictures. Researcher learned that the case student’s conceptions are beyond the direct modeling and counting level. It belongs to the number face level, which can be obtain by numerical recalling and facts of numerical derived.
(2) Procedural knowledge:
Case student reveal a new method differs from normal procedure. The procedure adds leftmost numbers first when they operate add. Because the error procedure, errors occur when the carrying is needed in adds (similarly, when the borrowing is need in subtracts.) Since student cannot reveal an efficient solution to the carrying and borrowing problem, they tend to modify their procedure as normal.
(3) Problem solving:
Case student can understand the literal structure of changing and combining problems. However, in the comparison problems (i.e., the more then problem and the less then problem,) student tend to use the wrong operations. This is due to students usually solving word-problems without carefully reading the descriptions of questions.
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