Applying Misconception Domain and Structural Analysis to Explore the Effects of the Remedial Teaching

This paper combines the Misconceptions' Domain, the Rasch model Grey Student-Problem (GSP) chart based on Grey Relational Analysis(GRA), Interpretive Structural Model (ISM), Grey Structural Model (GSM) method and Rough set method as model, which is practically applied to the mathematics tests in elementary schools. The participants are fifteen students of the fourth grade from an elementary school in central Taiwan. The assessment tool is the items designed by teachers. The effectiveness of this model in mathematic teaching are: The comparison of the Rasch model GSP graph for pretest and posttest showed that through the changes of the students' average score and the items difficulties from Rasch Line = 0.5, researchers can determine how effective the remedial teaching is. And, applying the combination of the caution index and Rasch model GSP chart, researchers can effectively identify the Misconceptions' Domain. According to Misconceptions' Domain, based on the GSM method and Rough set method, researchers can build up the structure of misconceptions. In addition, the interaction of ISM structural graph and misconceptions provide the guidance for teachers to target certain difficult concepts during remedial teaching. By comparison of the ISM structural graph of concepts with before and after remedial teaching, researchers can know which misconception had disappeared, and which misconceptions need to be taught again. Based on the structural graph, the teacher can focus on more difficult concepts and enhance the ability of students by remedial teaching. The most important is although using small sample, and small number of items, the study still systematically point out the required supplement conception structure.

並列關鍵字

Misconceptions' Domain ； Rasch model GSP chart ； GRA ； ISM ； GSM ； Rough set

國際替代計量

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