| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 100 === This research applies to 4 aboriginal intermediate-grade school pupils, by means of illustrated teaching tool to use for Unit of Division on mathematics teaching, and to record the changes of their learning performances, so as to find out the obstacles occurring in the midst of teaching process. In order to accomplish the plan, researcher proceeds his work through the method of individual case. He selects 4 aboriginal school children from Fu-Ai Primary School (an alias name) at Ren-Ai Hsiang, Nan-Tou County. They perform not good at the Counseling of Mathematic-Study on their second semester of 2009. They are of medium level on express ability, but they are willing to cooperate with us on the research plan. To collect data information, researcher takes following actions: observing the process of the mathematic counseling (7 times), observing the record of handwriting classroom (7 times), reviewing the record of each individual case (7 times), filling out questionnaire regarding pupils’ interest in mathematic learning on both initial-test and final-test (2 times), and to interview the participators of the individual case (4 times to pupils, 1 time to teacher). The research report discloses that most of the investigated aboriginal school pupils having upgraded their interest in mathematic studying by means of the vivid stories and activities provided on the illustrated teaching tool. After the concentration being lifted in mathematic classroom, they acquire concept and knacks in operating division on mathematic. Meanwhile, their literature comprehension on division subject have also upgraded. However, referring to the individual case, a minority of the school pupils remain with false conception and get few improvement. To complete this research, we have introspected and have proposed some suggestions which can be the practical case for school teachers. It can be also regarded as a reference information for related scholastic researches in the future.
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