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tTŐYP P!YMasterMaster's ThesisThis study aims to examine a learning method to improve the understanding and capability of visual expression on fraction in elementary school fraction learning by stressing EIS theoretical perspective. On the assumption that students are likely to face difficulties in learning mathematics due to its method of learning itself rather than its principles, this study seeks to find a learning method that can encourage students to more voluntarily participate in learning mathematical concepts and its principles and provide them with opportunities to form intellectual construction.
This study introduces a learning method focusing on EIS theory for fraction learning for elementary school students in mathematics education. Fraction learning method emphasizing EIS theory was developed to help students better understand the concept of fraction. It was applied for elementary school in the fourth grade to analyze the effects of the method on students' understanding of the concept of fraction and its principle, and developing ability of iconic code of representation. As a result of the experiment, it was proved that the learning method, which was applied for in this experiment, improves experimental group's ability to formalize the concept of fraction.
In this experiment, research questions were designed to find out whether there exist any differences in (p!)understanding on fraction concept and (q!) developing capability of iconic mode of representation on the concept and principles of fraction between one group who studies mathematics with fraction learning method emphasizing EIS theory and the other who learns mathematics with conventional method.
In order to implement an experiment based on the objective, two classes were chosen from the fourth grade of M elementary school located in Seoul. One class played as an experimental group and the other class as a comparative group. A fraction learning method emphasizing EIS theoretical perspective and a general fraction learning method using the seventh curriculum of education were implemented in the experimental group and the comparative group respectively twelve times for six weeks. After identification test of the two groups, understanding test and iconic code of expression test were implemented before and after the learning in order to find effects of fraction learning method.
Fraction learning experiments emphasizing EIS theory showed that the experimental group was above than average in understanding and developing ability of iconic mode of representation.
In conclusion, the fraction learning method emphasizing EIS theory was effective to help students improve understanding fraction concept and its principles and develop the ability of iconic mode of representation of concept of fraction. It is limited to generalize this learning method's effects, however, because only one class in the fourth grade was tested followed by short period of implementation of fraction learning method. Therefore, it is required that more various teaching method should continue to be developed to cover different aspects of fraction, and further researches be followed to examine effects for elementary school students at different grades.
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