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| 題名: | How the Calculator-Assisted Instruction Enhances Two Ffth Graders’ Learning of Number Sense in Taiwan |
| 作者: | Lin, Y. C.;Chin, Erh-Tsung |
| 貢獻者: | 科學教育研究所 |
| 日期: | 2005
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| 上傳時間: | 2012-07-03T02:39:40Z
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| 摘要: | This paper reviews a calculator-assisted instruction program devised for two fifth-grade pupils, who were low achievers in elementary arithmetic, for learning number sense. The program was designed in three phases: (1) pre-test for examining what kinds of number sense the subjects were lacking in; (2) instruction activities to guide them to develop the relative number sense; (3) post-test for confirming if they had developed the relative number sense. The results reveal that appropriate calculator-assisted instruction could enhance low achievers in arithmetic learning of number sense. By providing a non-counting dependent procedure, pupils can concentrate on thinking about the problem without too much cognitive load under the teacher's guidance. |
| 關聯: | In H. L. Chick, & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia, 3: 257-264 |
| 顯示於類別: | [科學教育研究所] 會議論文
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