1

b a b

33

(Southwell,1985)1991
19932000Behr, Wachsmuth, Post, & Lesh, 1984Kerslake,1986Rey
& Yang,1998;Cramer, Post, & delMas, 2002;Kouba, Zawojewski, & Strutchens, 1997

24 24

18 8 1 24
18 1 8

b a b

34

(Cramer, Post, & delMas, 2002; Kouba, Zawojewski, & Strutchens, 1997)
12
12 14 4 24 8

1.

2.

24 14 4 24 8 34 12 44 16 4
1 24 2 8 34 3 12 44 4
16 (Mack, 1993)

b
a

b
a

b
2000bBehr, et al., 1984; Cramer, et a., 2002; Kerslake, 1986
Hart,1988; Post et al., 1992

1. Post (1984) Mack(1993)

83 8 8 3

35


3 3 83=24
2.
84 53 85 84 53
(Behr et al.,1984; Hunting, 1986)
3.
8
94 19

8
48 94 19
(Behr et al, 1984)

[ 54 53 43]
15
1
2
2
2
10 10 2 5 10

1990
4.
85 10
16 510
816 85 10
16 (Behr et al., 1984; Hunting, 19862000b)
a

a. 100

b. 12

36

2 S1S2
S1

S2

(Patton1990
19951991)
()(1995)

(1)

(1995)
(2)

S1 S2

37

1. S1S2
S1S2

2. S1S2
(1) S1
S1 24 14 1 24 2 34 3 44 1
24 14 4 1 1 24 2
2 34 3 3 44

S1
44

(2) S2
S2 24 14 4 24 8 34 12 44 16
4 1 24 2 8 34 3 12 44
4 16
a

S2 b
4 4
(,
2000Behr, et al., 1984; Kerslake, 1986)

3. S1S2
5 3
S1 82 14 12
8

38

~
82

14
T 82 14 ?

S1 14 4 82 8

83

5
12

5
3
T 12
8 ?
5
S1 83 8 12

12

S1

S2
S2 82 14
T 82 14 ?
S2 8+816 4

5
3
S2 12
8
5
3
T 12
8

S2 12 5 608 3 24 6024
S2

39

S1

24 24
14
S1 1
T 1
S1
T 1
S1 4 1
S1 14 1 14
A4 24 S1

T( 24 )
S124
T 14

S1 4 1
T()
S1()
S1 24 24 S1
A4 14
T() 14
S1 4 1
T

40

~
S1( 4 1 )
T()
S1(S1 4 ) S1 4
T 14
S1 1 6
A4 S1 14 4
24 4 S1 4
14 6
T 24
S1 1 12
T 34
S118
T 44
S124
T 24
S1 4
S1 24 34 44
S1 24 24 4
2 24 8 34
S1

S2
a

b a b

24 24
14
S2 4

41


T 14
S24
T 4
S2 4 1 4
T 24
S2 4 2 8
T 8
S2 2 8
T 34
S23 12
T 44
S2 4 4 16
T
S2 4 16
S2 14 4 4
24 34 44
A4
24 4
T( 24 )

S224
T 14
S2 4 1
T()
S2( 4 6 )
T() 14
S2 4 1
T 4

42

~
S2
S2 14 4 4
6 6 4
S2

T()
S26
T 4
S2 4
T 1
S26
T 14
S26
T 24
S212
T 34
S218
T 44
S224
T
S2
T 44
S21
S2 4
6 14 6 4 S2
24 34 44 S2
4 1 24
4

43

24 16 24
24 24 24

a. S1S2
23
24 3 2
b. 8 S1
8 22 78 34 23 13 14 16 18 S2 8
1 6 2 1 11
44 66 88 12
4
12
2
12

S1
S1

T
S1
T
S1 22
T
S1
S1

T
S1 24S1
4

4 24 4

44

~
T
S1
S1 13 324
8 24 3 8 23
8216 16 87 824
33721 24 8 7
21

S1 22 87 34 23 13 14 16 18
13 14 16 18

S2
S2 44 66 88
6 2 1
12
4
2
1 6 2 1 11
S2 44 66 88 12
4
12
2
12

T 44 66 88
S2 1
T
S2
S2 44 66 88 1
1 1
T 88

45


S2 8 8
. 1 1 1
T 1
S224
T
S2 44 66 88
6
8
6
11
11
1
1
4
2
12 4 6 8 12 12 4 2 12
S2
1

12
S1 S2

1.
1 1 1
S1S2 18 18
9
3
18 S1 18118

92186318 12 6
S2 18

46

~
S1
S2

2.
7
24 34 12

S1

S2

47

20 100

2000aBezuk & Cramer, 1989; Post, Behr, & Lesh, 1982; Post, Cramer, Behr, Lesh, &
Harel, 1992; Ross & Kurtz1993

48

1.

1 1

2.

3.

19952841-6
2001

19911/2vs. 1/43111,1210-21
19969427-460
199811393-438
199311
1-27
1990
4295-347
(1995) (M. Q. Patton )
1999
2000a2047-52
2000b
8(4),379-394

49


Behr, M. J., Wachsmuth, I., Post, T. R., & Lesh, R. (1984). Order and equivalence of
rational numbers: A clinical teaching experiment. Journal for Research in Mathematics
Education, 15, 323-341.
Bezuk, N., & Cramer, K. (1989). Teaching about fractions: What, When, and How? In Paul
R. Trafton and Albert B. Shult (Eds.), New Directions for Elementary School
Mathematics (pp. 156-167), 1989 Yearbook of NCTM, Reston, VA: NCTM.
Cramer, K. A., Post, T. R., & delMas R. C. (2002). Initial fraction learning by fourth-and
fifth-grade students: A comparison of the effects of using commercial curricula with
the effects of using the rational number project curriculum, Journal for Research in
Mathematics Education, 33 (2), 111-144.
Hart, K. (1988). Ratio and proportion, In J. Hibert & M. Behr, (Eds.), Number concepts and
operations in the middle grades (pp. 198-279). Reston, VA: NCTM.
Hunting, R. P. (1986). Rachels schemes for constructing fraction knowledge, Educational
Study in Mathematics, 17 49-66.
Kerslake, D. (1986). Fractions: Childrens strategies and errors: A report of the Strategies
and Errors in Secondary Mathematics Project. Windsor, England: NFER-Nelso.
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(Ed.), Mathematics for the middle grades (5-9): 1982 Yearbook (pp. 159-172). Reston,
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E. Fennema, & T. Romberg (Eds.), Research on the teaching, learning, and assessing
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1. 1/41/6 1/8
1/4

1/6

1/8
2. 1/6 1/8

1/4

1/6

1/8

3. 24 1/4 2/4 3/4

51


4/4

4. 24
(a)1/4 2/8

(b)3/8 5/12

52

Innovating Instruction
~ Remedial Teaching of Fractions
Su-Min Hung1 Der-Ching Yang2
1
2

Wann Shing Public Elementary School, Changhua

Graduate Institute of Mathematics Education, National Chiayi University

Abstract
The purpose of this study was to do the remedial teaching that focused on the fourth
graders fractional misconceptions in the researchers class. These misconceptions included
without consideration the importance of the unit when solving fractional problems and
a

without making a reasonable relation between a and b for fraction b .

The results of this remedial teaching showed that students could consider the unit when
a

solving fractional problems and make sense the meaning of fraction b through skillful
teaching to lead students learning the conceptions of fractions.
Key words:

Fraction, Remedial teaching, Unit.

53