Diagnostic Teaching of Fraction in the Second Grade
| Autor: | Xiao-Juan Lin, 林筱娟 |
|---|---|
| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 The main purpose of this study is applying diagnostic teaching of fraction in the second grade, and investigating the teaching practice and the teaching effect. The fractional concepts for the second grade include equal-sharing, unit fraction, unit of quantity, comparing unit fractional size. This study coordinates the five misconceptions from literature as follows: (1) to share into N quantities and each quantities differ from total; (2) to answer deeply influenced by the numerator and denominator; (3) to ignore unit of quantity; (4) to mix-up unit of quantity and partial quantity; and(5) to believe bigger the N, bigger the 1/N. This study designs eleven activities, through the diagnosis of misconceptions, manufacture of cognitive conflict and teaching of cognitive adjustment. This is a case study. The objects of study are nine second-grade students of a class from an elementary school in Pingtung County. This study probes into the teaching practice through videotaping of teachings and the teaching diaries; moreover, discovers the teaching effect through interviews before and after teaching, practicing mathematical works and achievement tests. The major findings as follows: 1. About the Teaching Practice (1) First, the teacher diagnoses student’s misconceptions through the activitie of equal-sharing. Then, the teacher manufactures student’s cognitive conflict and adjustments student’s cognitive through some questions which’s key is fair. The teaching practice is helpful to eliminate “to share into N quantities and each quantities differ from total”. (2) First, the teacher diagnoses student’s misconceptions through transforming fraction symbol into image. The teacher manufactures student’s cognitive conflict through another question. Finally, the teacher adjustments student’s cognitive through discussing the meaning of fraction. The teaching practice is helpful to eliminate “to answer deeply influenced by the numerator and denominator”. (3) First, the teacher diagnoses student’s misconceptions through comparing different unit of quantity. The teacher manufactures student’s cognitive conflict through the image of unit of quantity. Finally, the teacher adjustments student’s cognitive through comparing different unit of quantity. The teaching practice is helpful to eliminate “to ignore unit of quantity”. (4) First, the teacher diagnoses student’s misconceptions through transforming image into fraction symbol. The teacher manufactures student’s cognitive conflict through another question. Finally, the teacher adjustments student’s cognitive through comparing unit of quantity with partial quantity. The teaching practice is helpful to eliminate “to mix-up unit of quantity and partial quantity”. (5) First, the teacher diagnoses student’s misconceptions through comparing different unit fraction. The teacher manufactures student’s cognitive conflict through the concrete of unit of quantity. Finally, the teacher adjustments student’s cognitive through discussing the meaning of fraction. The teaching practice is helpful to eliminate “to believe bigger the N, bigger the 1/N”. 2. About the Teaching Effect The interviews before and after teaching has discovered that, a greater part of the misconceptions are successfully eliminated after the diagnostic teaching. In addition, the average correct answer rate of achievement tests is 81%, which confirms the effectiveness of the diagnostic teaching. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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