等值分數補救教學之研究

A Study of Remedial Instruction on Equivalent Fractions

洪素敏(Su-Min Hung) ； 楊德清(Der-Ching Yang) ； 蔡鳳秋(Feng-Chiu Tsai)

《課程與教學》 10卷3期 (2007/07) Pp. 125-160

https://doi.org/10.6384/CIQ.200707.0125

摘要

本研究之主要研究目的為透過訪談的方式從彰化縣某小學五年級的學生中篩選出缺乏等值分數概念之學生12位參與本研究。研究者依據相關之迷思概念，發展等值分數教學活動以進行補救教學，進而探討學生在補救教學活動後之等值分數概念的改變情形與進一步分析補救教學的實踐歷程。研究結果顯示，教學前多數學生由於缺乏分數基本概念與單位量概念，以致於在處理等值分數問題時皆無法有效的解決問題，但是在補救教學後之訪談結果確顯示學生不但在分數之基本意義與單位量概念有大幅度之改進，同時在解等值分數之問題時，亦能迎刃而解。同時在補救教學中，教學者不但能夠建立學生對數學的信心，而且巧妙運用具體、半具體到抽象符號表徵的教學過程，不僅幫助學生建立了等值分數的意義，更讓學生了解等值分數有意義的求法。

關鍵字

等值分數 ； 具體物教學 ； 國小五年級

並列摘要

The purpose of this study was to examine the outcomes of remedial instruction for students who had misconceptions on equivalent fractions. Twelve students were selected from a small elementary school in middle Taiwan through interview before the instructions. Based on the students' misconceptions about equivalent fractions and on literature review, the researchers designed activities for remedial instructions.The findings of the study indicated that most of the students could not solve the problems of equivalent fractions due to a lack of understanding about the basic meaning of fractions before the instructions. After the remedial instructions, most of the students not only built firm understanding about fraction meanings and the concept of unit, but also had a lot of progress in solving equivalent fraction problems. With the remedial instructions, the students in this study not only gained their confidence in mathematical learning, but also improved their understanding about equivalent fractions.

並列關鍵字

equivalent fractions ； concrete teaching materials ； 5th grade

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