- 期刊
Clustering Approach to Investigate Intuitive Rule Usage with Factor and Multiple on Mathematics Problems
並列摘要
This study aims to investigate the intuitive rule usages about mathematics problems and their correlations with the performance of concepts of factor and multiple for fifth graders. Furthermore, fuzzy clustering is adopted to classify all students in order to analyze the intuitive rule usage and compare the differences on performance of factor and multiple concepts among groups. The results show that students believe a larger number has more factors based on ＂More A-More B＂ intuitive rule. However, students tend to believe that a smaller number has more multiples and this result seems to support to the existence of the new ＂More A-Less B＂ intuitive rule. The correlations between the intuitive rules usage and the performance of factor and multiple concepts vary. According to the results of clustering, three clusters display their characteristics on intuitive rule usage and concepts of factor and multiple. Based on the findings of this study, some recommendations and suggestions for remedial instruction and future research are provided.