The Experimental Study of Multiplication Instruction on Second-Grade Elementary School Students

• Main Authors: Chiu,Hui-Hua, 邱惠華
• Other Authors: Hu,Feng-Rong
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/es6jms

碩士 === 國立臺中教育大學 === 數學教育學系 === 104 === The study aims to investigate the influence of “inverse retrieval of multiplication table up to 9×9” and “sequential retrieval of multiplication table up to 9×9” instruction on second grade elementary school students’ learning achievement. The study adopted the quasi-experimental design and a 3-week teaching experiment. The subjects were selected from two classes of 54 second graders from an elementary school in Taichung city. During the study, the researcher collected students’ pretest and posttest of “achievement test on multiplication table up to 9×9” and “speed test on multiplication table up to 9×9” and had interview with students. The data was analyzed by t-test, one-way ANCOVA and content analysis in order to evaluate students’ learning achievement and error types of math multiplication table up to 9×9. The study yielded the following results. First, there was no significant difference in the pretest of “speed test on multiplication table up to 9×9” and “achievement test on multiplication table up to 9×9” between two groups. It also found that in the pretest of “speed test on multiplication table up to 9×9”, the error types of math multiplication problems that students made from high error rate to low error rate were 6 times table, 7 times table, 8 times table and 4 times table. Besides, in the pretest of “achievement test on multiplication table up to 9×9”, the error types of math multiplication problems that students made from high error rate to low error rate were 6 times table, 8 times table, 7 times table, 9 times table and 4 times table. Second, in the posttest of the “speed test on multiplication table up to 9×9”, the learning achievement of the experimental group under the “inverse retrieval of multiplication table up to 9×9” was better than the control group under the “sequential retrieval of multiplication table up to 9×9”. However, in the posttest of “achievement test on multiplication table up to 9×9”, there was no significant difference between two groups. Moreover, there was a significant difference in the pretest and posttest of “speed test on multiplication table up to 9×9” and “achievement test on multiplication table up to 9×9” between two groups. Third, after interviewing with the experimental group, the researcher found that students had a positive attitude toward “inverse retrieval of multiplication” and “sequential retrieval of multiplication” instruction into curriculum design, learning perceptions and interest. Moreover, it could effectively improve the learning achievement of math multiplication problems. Finally, the researcher proposed some suggestions for teaching innovation and future research.