The nine-year integrated curriculum for elementary school children factor learning performance and misconceptions

• Main Authors: Chien-fa Chen, 陳見發
• Other Authors: Ching-hua Chien
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/76389266582481120318

碩士 === 國立屏東教育大學 === 數理教育研究所 === 100 === Since 2003 announced a nine-year integrated mathematics syllabus (outline), and 94 academic year were from first grade students and seventh grade students of its implementation, and stressed that the idea is: In addition to mathematical knowledge, math skills, abstract ability and inference ability is the main axis of the entire mathematics education. Many studies have found that students’ factor knowledge representation is not ideal. When children learn the number of certain misconception, this is because the numbers of an overview of the concepts are quite abstract; students can not understand the concept of factor, thus resulting in a bottleneck study. If children can not understand the significance of the number of future study comparing high-end number of hours, the fear will produce old and new knowledge convergence difficulties. The purpose of this study under the implementation of the nine-year integrated mathematics curriculum, the factor is knowledge of elementary school students'' learning performance, and try the analysis of elementary school students Factor solving reasons for using the wrong strategy, to understand the misconceptions of the reasons students learning factor. After the researchers for elementary school students explore the 1-9 math curriculum, the student factor learning performance through the analysis of the school factor solving error for strategic reasons, to understand students'' learning factor of the reasons for misconceptions, provide teachers cited as learn good teaching and teaching preparation redress in order to reach the goal of the factor of teaching. The conclusions of this study are as follows: 1.Elementary school students factor of task performance: (1) the overall accuracy rate of about 70%.(2) to determine the number of the error rate of less than 20%.(3) prime error rate is high.(4) the number of application problems (word problems) average error rate of about 76.7 percent application problems (word problems) is the students learning factor the greatest difficulty. 2.Elementary school students factor problems using the reason of the error problem-solving strategies: (1) lack of prior knowledge of the factor of knowledge. (2) due to the careless error of judgment caused by the omission or more to write. (3) due to not understand the significance of prime numbers, or by their own meaning of problem solving do not realize that the number of significance, or according to their own meaning of problem solving. (4) can not understand because of the number of public factor, greatest common factor arising from misunderstandings or confusion. (5) the solution of application problems (word problems) when misunderstanding the meaning of the questions do keyword associates want. 3.Elementary school students learn the knowledge factor may have misconceptions reason：(1) due to prior knowledge of the factor knowledge and terminology does not understand. (2) careless, the strategic use of improper. (3) prior knowledge of an error, the strategic error of judgment, do not understand the subject misunderstood the meaning of the questions, do not know how to problem-solving.