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    Title: 國中生學習一元一次不等式的錯誤類型及補救教學
    Other Titles: Junior high schools' error patterns of linear inequalities and the study of remedial measures
    Authors: 曾瑞興;Tseng, Jui-Hsing
    Contributors: 淡江大學中等學校教師在職進修數學教學碩士學位班
    李武炎;Lee, Wu-Yen
    Keywords: 錯誤類型;補救教學;一元一次不等式;error types;remedial;linear inequalities
    Date: 2013
    Issue Date: 2014-01-23 13:49:20 (UTC+8)
    Abstract: 本研究主要目的在探討國中學生在學習一元一次不等式的概念時的主要錯誤類型及造成錯誤的原因,希望藉由此研究結果實施適當的補救教學,以提升學生學習一元一次不等式概念的成效。
    本研究採紙筆測驗和面談相互配合的方式進行;因為本研究的研究對象為台北市某公立國中的國三學生共計72名有效樣本,研究者參考該校民國100年七年級期末考,數學科試卷中有關一元一次不等式的題目,經和同校資優數學老師請益後,編製兩份「一元一次不等式學習測驗」分前測,後測兩階段施測,間隔一週時間做補救教學。

    藉由紙筆測驗將施測結果利用統計分析彙整歸納學生在學習一元一次不等式時常犯的錯誤類型,包括不等式變號,移項錯誤,不等式語助詞的混淆;通分錯誤及去括弧後要變號等,配合面談的過程進而了解學生的思考模式及運算過程中犯錯的原因,據此研究的結果提出適當補救教學;然後再做一次後測,檢驗經補救教學後,錯誤類型改善的情況。希望此研究結果能提供國中數學教師在教導一元一次不等式概念及編製評量測驗卷時的參考。
    Abstract:

    The main purpose of this study is to explore the error types of junior high school students’ concepts of learning linear inequality and the most possible reasons leading to these errors.We hope this study would help implement remedial measures so that students can learn these concepts efficiently.
    This study adopts a quiz accompanying with interview. This study includes the effective samples of 72 students in the ninth grade of a public junior high school from Taipei City. The author collates the math final exam of the seventh grade in 2011 and chooses those which are about linear inequalities. After discussing with excellent colleagues, the author complies two copies of linear inequalities tests: one for the pre-test and the other for the post-test between which there is a week for remedial measures.
    According to the results of these tests, we statistically analyze the data and draw the conclusion of major error types which students often make, including changing inequalities、transposition error、the confusion of inequality expletive
    、common denominator error and nature symbols、numbers in parentheses after going to change,etc. According to the result of the study, we compile proper remedial measures. Then we give a post-test to see how well the error types improve after remedial measures. We hope that this study can offer meaningful reference for junior high school math teachers when they teach the concepts of linear measures and when they compile test papers.
    Appears in Collections:[數學學系暨研究所] 學位論文

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