On fraction multiplication of the fourth grade at elementary schools by utilizing the estimation of strategic task sequencing method

• Main Authors: CHEN, LIN-WEI, 陳琳暐
• Other Authors: Hu, Feng-Rung
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/vjz68e

碩士 === 國立臺中教育大學 === 數學教育學系 === 106 === Abstract The study aims at exploring the teaching sequence of fraction multiplication at elementary schools in Taichung city. In addition, the estimation on four kinds of strategic teaching types was evaluated via the estimation of strategic task sequencing method . Moreover, interviews of partial teachers were performed in order to clarify any deep thinking of teachers at this questionnaire. Our main results are as follows. 1. According the questionnaire survey, the priority of task sequencing divides into four classifications. They are the multiplication of one digit decimal and one digit positive integer, the difference between multiplications fractions and positive integers, 100 or 1000 multiple of multiplier, and quantities of 0.1 and 0.01, respectively. 2. Over 35% of teachers who attended to the questionnaire are obtained to take the sequence O=<1,2,3,4,5,6,7,8,9>. The sequence O=<1,2,3,4,5,6,7,8,9> belongs to the foundation type by utilizing the estimation of strategic task sequencing method. 3. The teaching sequence is affected by pedagogical content knowledge and the area of school. However, there is no influence on the teaching sequence written in the textbook. Most teachers made their own teaching sequence to finish their teaching. Furthermore, we obtain that a teaching sequence dominates the study order taken by a student and causes to a certain influence for her/his learning achievement after interviewed ten teachers. Keywords：estimation of strategic task sequencing method, fraction multiplication, teaching sequence