| Summary: | 碩士 === 國立臺東大學 === 教育學系教育研究所 === 104 === Study on Remedial Education and Types of Errors Made by Fifth Grade Low-achieving Elementary Students Addition and Subtraction with Fractions with Unlike Denominators Sing-Shan Chuang Abstract A case study method was adopted for this study and the subjects were two fifth grade students from an elementary school along the coastline in Taitung. The objectives of this study are as follows: 1. Find out the types of errors that low-achieving math students made when performing addition and subtraction with unlike denominators. 2. Find out the reasons behind the various types of mistakes made by low-achieving math students. 3. Develop teaching materials and methods based on the types of errors made in order to perform remedial teaching, correct mistakes, and facilitate active practice of problem solving skills. The main types of errors found were: 1. Failure to fully grasp the concept of fractions; 2. Errors made in reducing fractions; 3. Errors with the common denominator; 4. Failure to fully grasp the concept of addition and subtraction with fractions with unlike denominators; 5. Errors in conversion of improper and mixed fractions; 6. Misreading mathematical operators in calculations; 7. Handwriting mistakes; 8. Errors in addition and subtraction; and 9. Left blank. Reasons for the various types of errors were: 1. Lack of basic knowledge in fractions; 2. Lack of basic arithmetic ability; 3. Affected by previously acquired knowledge; 4. Misuse of formulas; 5. Lack of practice with concentration; 6. Using wrong formula for rationalization; and 7. Driven by individual intuition. The researchers used various types of teaching methods to perform remedial teaching primarily because the students in the case study were low-achieving math students who started falling behind their peers early at second grade. When compared to their peers, they have encountered difficulties in imagination, mental arithmetic, and memorization of formulas. Thus, the researchers took a more lively teaching approach by incorporating items that can be found in the subjects' daily life, such as food, stationery, and so on. After remedial teaching was conducted to the subjects, significant improvement was found in the types of errors made by the subjects Finally, as the conclusion of the study shows, could provide reference for teachers in teaching . Keywords: fractions with unlike denominators, error type, remedial education, low-achieving students, elementary students.
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