An Action Research on the remedial mathematics instruction for third grade students of Kaohsiung city Nan-Xing Elementary School in Kaohsiung city participating in the After School Alternative Program

• Main Authors: Ghui-yu Yang, 楊惠玉
• Other Authors: Ching-hsun Chang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/11193285700288652297

碩士 === 國立屏東教育大學 === 教育行政研究所 === 100 === Action research approach was applied in the research to discuss the efficiency of the remedial mathematics instruction for third grade elementary school students who participated in the After School Alternative Program. The reason why students from disadvantaged families have low learning achievement was also understood. In order to reach the research objectives, seven third grade students from the After School Alternative Program class in Nan-Xing Elementary School (pseudonym), where the researcher served as the instructor, were used as the research targets. A remedial mathematics instruction course that lasted 32 periods in a semester was carried out. After measuring the participating students’ mathematical ability, the remedial instruction course taught included basic addition, subtraction, multiplication, division, fraction, date, number line, volume, shape and problem solving lessons. During the research process, the researcher used classroom videotaping and observation, interview, teaching reflection and student documents to collect and analyze relative information. The conclusions obtained from the research are summarized as the following: 1. Family background and parents’ education background affect children’s academic learning. 2. The parental attitude parents have toward their children affects children’s learning achievement. 3. Language ability affects mathematical logical thinking and problem-understanding abilities. 4. Cooperative learning through the after school alternative program helps students to improve interpersonal relationship. 5. If the teacher uses diversified teaching strategies, praises and encourages students without hesitation and combines students’ life experience in practical implementation, the students’ learning efficiency would be improved. 6. Practice topic was the theme of the release of the initiative by the students control. 7. Students, parents and teachers all give positive feedbacks for the After School Alternative Program. Finally, the following suggestions are proposed as reference based on the research conclusions: 1. The Ministry of Education should keep promoting the After School Alternative Program. 2. The Ministry of Education should organize and hold teaching workshops and training courses to strengthen instructors’ remedial instruction strategies. 3. The school administrative staff should communicate with parents to promote the concept of the After School Alternative Program. 4. Students’ after school revision would improve the learning efficiency better. 5. The identity and condition of students who want to participate in the After School Alternative Program should not be restricted.