Title page for etd-0720105-140614


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URN etd-0720105-140614
Author Sung-chieh Chuang
Author's Email Address windowxx5408@yahoo.com.tw
Statistics This thesis had been viewed 5385 times. Download 2552 times.
Department Education
Year 2004
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title A Study on the Concept of Unknown and Problem-Solving
Process Among Different Graders in Concrete Situations
Date of Defense 2005-05-30
Page Count 213
Keyword
  • Problem-solving process
  • Unknown
  • Algebra
  • Semi-structured interview
  • Abstract The aim of this study is to explore different graders’ concept of unknown
    and performance in solving equations in concrete situations. In recent years
    of early algebra research in the United States (Carraher, Schliemann, &
    Schwartz, in press), it was found that through systematic teaching, low and
    middle graders’ algebra performance was better than the same or even higher
    graders without teaching. Therefore, semi-structured interview was adopted
    to collect data on three cases: a second-grader, a fifth-grader and a
    seventh-grader who were using textbooks that follow Grade one-nine
    Integrated Coordinate Curriculum in SY89. The interview questions included
    addition and subtraction CHANGE problems, as well as multiplication and
    division EQUAL GROUPS problems; with natural numbers below 20, and
    given in four types: one-step, two-steps mixed, relating two unknowns and
    comparing two unknowns. Data analysis was conducted by referring to three
    sources of data: protocols from interviews, children’s problem-solving records
    and interviewer’s observation records. Research findings were: all three cases
    that received guidance could use equations to express problems; “Undoing”
    was the most frequently used problem-solving strategy; both second and fifth
    graders could simplify expressions by number properties in concrete situations;
    both fifth and seventh graders could check if answers were reasonable; the
    meaning of equal sign developed from “finding the results of” to “equality in
    measures”; and, individual differences in “trial and error substitution” among
    three cases. Such results were consistent to that of Carraher. It is suggested
    that, introducing early algebra in the elementary school is helpful to children’s
    learning of formal algebra in the junior high school.
    Advisory Committee
  • Shian Leou - chair
  • Tzyh-chiang Ning - co-chair
  • Shuk-Kwan Leung - advisor
  • Files
  • etd-0720105-140614.pdf
  • indicate in-campus access immediately and off_campus access in a year
    Date of Submission 2005-07-20

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