The Intervention Research Of The Multi-represention Teaching Strategy Is To Fraction Concept Change Who Are Fifth Grade Students In The Elementary School

Since 1970s,the research on"conceptual change"and"conceptual change teaching"has boomed and some accomplishments have been achieved. since the cognitive psychologists emphasize the process of information processing, claiming that study is the process of conceptual change and reconstruction when the new information is mixing with the previous knowledge schema, so since 1980s it has been the main topic of education theory and practice on how to promote students'effective conceptual change, and widespread theory and practice researches are carried out in science, mathematics, psychology and other fields. Fraction is an important primary mathematics curriculum content. It is a bridge between positive integer and Decimal.it is a basis on the expansion of the junior secondary's Rational number level. However, the fraction concept of students in the learning process have lot of misconceptions, The concept changes refer to individual changes in the existing knowledge and experience , due to inconsistencies with the impact of new experiences ,a significant change occurred. Conceptual changes of fraction have been designed to change the misconceptions of students in order to ay a good foundation in future mathematics learning. Behr (1983) and others put forward a "the represention system interaction model" to enhance mathematics learning on the basis of psychological represention. " the multi-represention system interaction model theory " refers to the view from the represention ,the study of mathematics is divided into "spoken", "image", "SignWriting", "operation" and "real scenes", such as five, And stresses that it is an important connection of the relationship between mathematical problem solving . Therefore, this study integrated the results of previous studies, as Behr et al (1983) puting forward the "the multi-represention system interaction model theory" to the theoretical foundation, And taking into account the new national curriculum reform of teaching design, designing a " the multi-represention teaching intervention model". Grade Five Primary students were tested ,and using the experimental method of teaching, individual interviews and behavioral observations, such as research methods.Three intervention patterns,"equal division","unitage",and"equal division and unitage"were applied to the fraction conceptul change in teaching intervention for experimental class of Grade 5,meanwhile a control group was chosen for comparison. At the same time, both before and after teaching intervention have a in-depth interviews for individual subjects.Get the following conclusions:1.these three intervention patterns lead to significant influence on pupils'fraction concepts of the experimental group.Among them,unitage intervention pattern had the best effect, the intervention effect of"equal division model"and"equal division and unitage model"is also very remarkable. The control group has not achieved the significance level.2."equal division teaching intervention pattern"has produced the remarkable results to the fraction concept change."equal division teaching intervention pattern"has the remarkable effect to the sub-concept such as"the simple fraction concept"and"the unit quantity concept"..3."the unitage teaching intervention pattern"has produced the very tangible results to the sub-concept changes. The unitage intervention pattern is best in three kind of intervention pattern's effect. the remarkable effect to the teaching intervention is"equal division concept""the unitage concept"and"the equivalent fraction".4."equal division and unitage intervention pattern"has produced the results to the sub-concept changes. the remarkable effect to the teaching intervention is"the unitage concept"and"the equivalent fraction".5. Three kind of teaching intervention pattern to the simple fraction concept, the equal division concept, the unitage concept, the equivalent fraction concept change has had the remarkable influence.The intervention hardly affected the"continuous division concept".6. In the former, post-test students in the results of in-depth interviews can be shown that after the implementation of the three teaching intervention model students change the false concept better.