一位教師進行分數除法補救教學之行動研究

本研究主要探討運用教具、數學桌遊及數學繪本融入戲劇，來進行國小數學領域分數除法單元的教學，對於國小補救教學學生的數學學習成效的影響。本研究採行動研究法，研究者也是教學者，研究對象為研究者在桃園市某國小六年級參加補救教學學生共五位。研究工具為前、後測試卷，輔以多方資料蒐集管道，有教學錄影檔、個人訪談、與學生對話紀錄、數學日記評量等，共有兩循環的教學歷程，進行為期四節課的教學時間。「分數除法」單元教學經過第一循環課程是運用教具、數學桌遊進行及第二循環的教學是將數學繪本融入戲劇進行，本研究得出幾點結論如下：一、數學桌遊遊戲融入數學領域教學有助於提升學生主動參與課堂學習。二、經過教師（即研究者）加以包裝設計的教學之後，學生的後測表現優於前測。三、教師透過訪談可以了解學生本身的內在、外在影響學習因素，有助於師生共同進步。四、將數學概念加以包裝在遊戲當中進行，可以讓學生反覆練習技法。五、「表達能力」在數學繪本融入戲劇中，可以看出它是學習的重要能力之一，學生需協助組織、歸納。六、教師營造具有支持性及鼓勵性的學習環境，讓學生在正向學習的氛圍中。依據上述結論，研究者提出對教學及未來研究二方面的建議：一、數學課堂教學上的建議:建議老師們增加活動式課程，讓補救教學學生在抽象的數學概念，透過操作中學習具象化的數學概念。二、未來研究上的建議:能以心理層面著手作數學教育；在教材內容中加以包裝，再呈現問題，教學過程中討論迷思概念，進而解決問題，有利課程進行更順利。關鍵字：數學桌遊、數學繪本融入戲劇、分數除法教學、補救教學、行動研究

關鍵字

數學桌遊；數學繪本融入戲劇；分數除法教學；補救教學；行動研究

並列摘要

Abstract This study aims to explore the effects on math learning in remedial teaching by conducting fraction division teaching with teaching materials, mathematics education board games, and mathematics picture books into drama among elementary school students. This study consists of action research in which the researcher is the educator, and the research objects are five sixth graders who attended the remedial teaching session in an elementary school in Taoyuan City. The research tools are the pre- and post-test papers, complemented with multiple data collection from, for instance, teaching videos, personal interviews, records of the conversations with the students, teaching logs, and assessments. The teaching was a course of two cycles with four-sessions. In the first cycle, the unit lesson of “fraction division” was carried out with the teaching materials and the mathematics education board games; in the second cycle, mathematics picture books into drama were used. The following are the conclusions obtained from the research: I. Mathematics board game integrated into the field of mathematics was helpful to the proactive participation of the students in the classroom. II. After having a lesson thoughtfully designed by the teacher (the researcher), students' post-test performance was better than the one in the pre-test. III. Through the interviews, the teachers could learn the internal and external factors that affect students’ learning, which was helpful for the joint progress of the teachers and the students. IV. Students could repeatedly practice the techniques when the mathematical concepts were tailored in the games. V. In mathematics picture book into drama, it was self-evident that “the ability of expression” was one of the key abilities in the process of learning, with which students used to organize and draw conclusions. VI. Teachers need to construct a supportive and encouraging learning environment where the students can be immersed in a positive learning ambiance. Based on the aforementioned conclusions, two suggestions are proposed by the researcher for teaching and future research: I. Suggestion for mathematics teaching: it is recommended to the teachers to include activity-type lessons so that the students in the remedial teaching can concretize the abstract mathematical concepts through the operations. II. Suggestion for future research: it is recommended to conduct mathematics education at the psychological level. The problems can be presented with thoughtfully designed teaching materials. In the course of action, misconceptions can be discussed and solved, which will facilitate the lesson to be more successful. Keywords: mathematics education board game，mathematics picture book into drama ，fraction division teaching，remedial teaching，action research