English  |  正體中文  |  简体中文  |  Items with full text/Total items : 54059/88902 (61%)
Visitors : 10551997      Online Users : 14
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/74178

    Title: 國中生數學幾何評量教材錯誤類型之分析
    Other Titles: Analysis of the types of mistakes made by students on the evaluation of junior high geometry
    Authors: 葉欣怡;Yeh, Hsin-I
    Contributors: 淡江大學中等學校教師在職進修數學教學碩士學位班
    Keywords: 錯誤類型分析;幾何評量教材;幾何錯誤原因;error types analyzation;Geometric evaluation texbooks;Geometric error reasons
    Date: 2011
    Issue Date: 2011-12-28 18:13:34 (UTC+8)
    Abstract: 本研究主要目的是探討國中學生在幾何單元的解題情形與錯誤類型分析,並分析錯誤原因。本研究共分成二個階段進行,第一階段先進行紙筆測驗調查學生在幾何單元所犯的錯誤類型,研究對象為新北市國三學生共180名;第二階段的研究對象是根據第一階段的錯誤情形中選取具代表性之學生接受面談,以了解學生的真正錯誤類型進而進行分析。本研究的主要結果如下:一、錯誤類型分成以下六大項:
    The main purpose of this study is to explore the mistakes that junior high school students make and to analyze the error types and the reasons that cause errors.The study was divided into two phases. The first phase, I surveyed the error types that students made at geometric units with written tests. The objects of my study are 180 ninth graders of New Taipei City. The second phase of the study is based on the results of the first phase. I chose some representative studends to be interviewed for understanding the true error types and to analyze them.The main results of this study are as follows:
    First, the type of error is divided into the following six items:
    1. careless: miscalculation, misunderstanding the questions, or copying the wrong answer.
    2. do not understand the meaning of the questions: do not understand the meaning of the stem or the graphics.
    3. lack of the basic concepts: unknown the definitions or wrong cognition.
    4. using the wrong formulas: reciting the wrong formulas, confusing the formulas, or indiscriminate use of formulas.
    5. speculation or unfounded inferences: using the numbers or the graphics to do the random speculation or inferences.
    6. thinking of that the description of the stem is insufficient .
    Second, the cause of the error is divided into the following four items:
    1、lack of prior knowledge or having incorrect concepts.
    2、carelessness or miscalculation
    3、it’s not completely linked between algebra and geometry
    4、 misuse of numbers or graphics
    Appears in Collections:[Graduate Institute & Department of Mathematics] Thesis

    Files in This Item:

    File SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback