Remedial Teaching with Learning Process of Mathematical Fraction for Sixth Grade Students

• Main Authors: Bing-Siou Cai, 蔡秉修
• Other Authors: Ta-yen Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/33861029934490103429

碩士 === 明道大學 === 課程與教學研究所 === 102 === This study aimed to use the diagnostic mode of teaching to identify schoolchildren’s learning problem of fraction count, perform the designed remedial teaching program based on their problems, and assess the efficacy of this remedial teaching program. The study enrolled four six grade students with less than 80 points of chapter test and inside the last 30% list of grades and employs the action research method and uses diagnostic mode of teaching to revise the remedial teaching programa and analysis children's written examination papers, parents and researcher. The result was listed as below. First, the key points of schoolchildren’s learning problems of fraction count are the symbolism of fraction and the concept of equivalent fraction. Secondly, the remedial teaching program is useful when the schoolchildren’s learning problem is identified by the diagnostic mode of teaching. Thirdly, the schoolchildren can achieve skilled level of fraction count through this model of teaching.