| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 106 === This study aim to discuss the learning performance in the class and problem-solving performance in the paper assessment after the foundational teaching of adding and subtracting fractions with different denominators to 22 fifth graders. The study object were 22 fifth graders in Dadu district in Taichung city. Firstly, we took an related content analysis on adding and subtracting fractions with different denominators form the textbook of A version; Then, we designed fractions bars to the teaching activities according to the basic theory of multiple representations; Finally, we implemented an assessment for the students. The study data were learning sheets, corpus in the teaching video, teaching reflection and the students’ assessment. We analyzed the learning performance mainly from the corpus of video and learning sheets, and also supplemented with the teaching reflection. And the problem-solving performance was analyzed from the students’ assessments .There are two founding in the study results: the learning performance:(1)the construction of fractions concept had a positive effect for figuring out adding and subtracting fractions;(2)the low achievement students in mathematics become more interested by operating teaching aids;(3) there is little help for students by using various of problem-solving strategies; (4) the problem-solving abilities on teaching aid operation is better than the paper work. The problem-solving performance: (1 )the students had wrong concepts on factor and multiple;(2)the students had wrong concepts on common factor and multiple;(3)there were many errors out of calculating; (4)the way of answering affected the correct rate of the assessments;(5)the problem-solving strategies for some students didn’t finish solving the problem in the assessments.
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