| Summary: | 碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 103 === Abstract
This study aims to explore the impact of characterizing integer conversion on learning basic addition and subtraction for first-year students. In this study, we use one first-year class in an elementary school of the New Taipei City as the study object and use the researcher as the instructor. For the "basic addition and subtraction of integers" unit, the researcher designed three work orders according to the contents of textbooks and then performed two-week teaching. This study analyzed both the quality and the quantity. The pre-test, post-test and delayed test explored the conceptual understanding and problem-solving knowledge of students. The delayed-test is one month after the post-test for exploring the conceptual understanding and problem-solving knowledge of students. Work orders, school videos and the data in the classroom are also collected to explore the history of research conducted. The results of this study are as follows:
First, in terms of conceptual understanding, the percentages of first-year students successfully solving the problems in pre-test and post-test measured are 57% and 82%, respectively. Even in the delayed test, the percentage still achieves 74%. Compared with 57% measured in the pre-test, the percentage of the results show that characterization conversion significantly help the students and deepen their learning impression.
Second, in terms of problem solving knowledge, the percentages of first-year students successfully solving the problems in pre-test and post-test measured are 35% and 64%, respectively. Even in the delayed test, the percentage still achieves 57%. Compared with 35% measured in the pre-test, the percentage of the results show that characterization conversion significantly help the students and deepen their learning impression.
Third, about "written symbols transferring to the real situation", the percentages of first-year students successfully solving the problems in pre-test and post-test measured are 0% and 63%, respectively. Even in the delayed test, the percentage still achieves 38%. Compared with 0% measured in the pre-test, the percentage of the results show that characterization conversion significantly help the students and deepen their learning impression.
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