A Case Study of Remedial Instruction on Fourth Graders’ Learning in Fractions

• Main Authors: HU, CHING-WEN, 胡瀞文
• Other Authors: SUN, HSIN-MIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/82t3rx

碩士 === 國立臺南大學 === 應用數學系碩士在職專班 === 107 === This case study investigated the effects and attitudes of remedial instruction on six fourth-grade students’ learning in fractions. In this one-month teaching program, the six students used Junyi Academy online resources to learn fractions. The data was collected from pretest-posttest design, Semi-Structured Interviews, teaching logs, classroom observations, and online records of Junyi Academy. The results indicated that the six students all made progress after remedial instruction. Compared with the pretest, they answered on average three more questions correctly on the posttest. They did well especially in the parts: “comparing different denominators” and “integer division.” They all agreed that Junyi Academy was helpful for learning fractions and they were willing to use Junyi Academy continually. The behaviors were observed as follows: asking for paper to do math, being excited at new tasks, teaching and sharing with each other, and using Junyi Academy at home, which showed that students had more positive attitudes than before. The study findings may serve as a guide for further research.