国小四年级学童使用乘的分解纪录对解决乘除问题-叶启村的教学网页.DOC

使用乘的分解紀錄對國小四年級學童在乘除文字題解題表現之研究 A Study of the Solving Performance of the Fourth Grade Students on Multiplication and Division Word Problems by Adopting the Multiplicative Separate Record 摘 要 本研究旨在探討「乘的分解紀錄」（a＝b×c）引入教學後，對國小四年級學童在乘除文字題的解題表現，並瞭解其對學童乘除互逆概念與因數、倍數前置概念的形成是否有幫助。本研究採準實驗設計，以倍The study is to explore the fourth grade students’ solving performance of the multiplication and division word problems by adopting the multiplicative separate record and understand the fourth grade students’ concepts of correlated with multiplication and division , the pre-concepts of factor and multiple. This study was a quasi-experiment design. The testers are 78 fourth grade students from two classes in an elementary school. The experimental class are instructed in the multiplicative separate record.the other class are instructed in general mathematical instruction. The experimental time is two weeks,four days a week,fourty minutes a day. After the experiment , data were be analyzed by one-way ANCOVA. It was found that the instruction of the multiplicative separate record had significantly enhanced fourth grade students’ learning achievement and learning retention about the concepts of correlated with multiplication and division , the pre-concepts of factor and multiple. Key Words : multiplicative separate record, solving performance, correlated with multiplication and division 壹、緒論 一、背景與目的 在國小數學的教材中，低年級的「數與計算」著重在加減問題的學習，而中年級「部份－全體運思」已發展完成，且正好邁入「測量運思」的過渡時期，正是學習乘除概念的關鍵時期，況且正整數的乘除概念不僅存在乘、除法單元的教材內容中，在其他領域的學習範圍也必須運用到，而且乘除概念更是日後學習分數、小數、因數、倍數、面積、體積、比例、速率、機率等概念的基礎，一旦學生無乘除基本概念，在學習上便會產生困境，由此可知，乘除概念是12＝3×4）。而且學童到了國小五、六年級學習因數、倍數概念時，甚至國中階段學習質因數分解時，也與乘的分解紀錄息息相關，從國內的研究（林珮如，2002；邱慧珍，2002；陳標松，2003）發現學生在解因數、倍數問題時，由於先備知識（將給定的數視為兩整數的乘積）的經驗累積不足，無法進入較抽象的因數、倍數運思概念之學習，故易產生迷思概念。因此若在國小四年級階段提早引入此乘的分解紀錄，增加學生因數、倍數的先備經驗，是否對其因數、倍數概念的形成也有幫助呢？而國小四年級學童正值部份－全體運思進入測量運思的過渡時期，正逐漸發展乘除互逆概念，因此本研究選用國小四年級學童作為研究對象，試著探討教學中引入乘的分解紀錄後，學童在乘除文字題中運用乘除法關係（乘除互逆）解決乘除文字題的解題表現。但由於九年一貫課程國小數學教材因數、倍數的課程安排在五、六年級才學習，所以小學四年級學童尚未學習，而現今的數學教育落