| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 102 === Abstract
According to strategic task sequencing theory, there are four kinds of teaching types which are contextual, fundamental, applicable and non-contextual types, respectively. The primary objective of this study is to propose an estimation method via the membership function in order to determine the teaching type, provided a teaching sequence is given.
In this research, the teaching hierarchy of fraction addition unit was utilized to analyze ESTS(estimation of strategic task sequencing) and IESTS (estimation of strategic task sequencing combined with important index) methods, respectively.
We found that a teaching sequence <9,10,11,12,1,7,2,3,8,4,5,6> taken by 80% teachers belongs to the fundamental type by ESTS method. Although the same estimation result was obtained by IESTS method, too. However, the value of M(x) is more easy to distinguish the estimation type which the teaching sequence should be belonged from the viewpoint of the standard error.
In accordance with research result, we propose some suggestions to educational authorities and schools.
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