A Case study of Remedial Teaching on Addition/Subtraction of Fraction with Different Denominators for Fifth grade students

• Main Authors: CHEN, YI-TING, 陳怡婷
• Other Authors: CHEN, YEN-TING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/hd5js8

碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 105 === This study is aim to discuss the effect of remidial teaching to fifth graders in addition and subtraction of different denominators with mutiple representation.The study subject are 24 fifth graders in nantun district in taichung.The remidial teaching was a hands-on instruction for students to answer the questions which is designed by researcher with a construct and manual fractions wall.The research tools were researcher-made test in a before-and-after design, worksheets, and the triangulation analysis was made among class videos ,observation record and other collected datas.This study explore the related concepts of additing and subtracting fractions with different denominators,and the results are as follows:first,the myth concepts for students before remidial teaching included:misreading the items,calculating errors,confusing the concepts of factors and multiples, second-order misconversion ,misunderstanding in the sentences of the items;second,the students’learning performance during the remedial teaching were:the ability of hands-on-operation for students was better than paper-and-pencil test,the degree of completion in unfamiliar items were lower than familiar ones, but the students could finished with the teacher suggestion,the students could figure out more about the concepts of additing and subtracting fractions with different denominators through remedial teaching,the students with low ability in mathematics became more interested by operating hands-on teaching aids;third,the after test score was higher than before one by the remedial teaching of using fractions wall teaching aids.