The Performance of Factor and Multiple Problem-Solving for the Fifth Grade with Mathematic Underachievers

Abstract

The research method adopted 'survey study' in quantitative research. The purpose was to explore the performance of factor and multiple problem-solving in the fifth-grade underachievers, including the performance of a test, the patterns of error and the causes of error. The participants came from a public elementary school in Tainan city, a total of 53 mathematic underachievers from 14 classes. The data were collected using quantitative and qualitative methods. The 'learning achievement test' designed by the researcher was used as quantitative analysis, and interviewed twelve students as qualitative analysis. These findings were as follow: (1) As far as the concept of factor and multiple, the fifth-grade underachievers had a poor performance on the test.; (2) There were six patterns of error by the fifth grade underachievers, including 'misunderstanding of the prior knowledge', 'missing concept of factor and multiple ', 'fuzzy concept of factor and multiple', 'careless calculation and a slip of pen', 'problem solving only by the use of keywords', and 'the lack of semantic understanding abilities' ; (3) There were six causes of error by the fifth grade underachievers, including 'the lack of prior knowledge lead to the misconceptions ', 'the lack of operational abilities suppress concept construction ', 'insufficient life experience hinder conceptual understanding', 'semantic comprehension error interferes with problem-solving activity ', 'the lack of operational concept result in problem-solving difficulties', and 'insufficient integration capacity affect the effectiveness of problem-solving".



Author Information
Pei-hsiu Chen, National University of Tainan, Taiwan

Paper Information
Conference: ACE2018
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

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