Abstract:

Research has shown that kids are having problems in fraction concepts in math area. The traditional tests only show the results but not knowing what misconception students have. Moreover, teachers can’t give the appropriate instructions to correct students’ learning efficiently due to keeping up with the progress of the curriculum and the extra administration works. Therefore, the purpose of this research is to develop and to evaluate the remedial instruction system for “Expansion and Reduction of Fraction”. By way of system guidance, the misconception of a group of fifth graders in elementary school in learning expansion and reduction of fraction was found and analyzed. After discovering the misconception, an effective and interactive animation of remedial instruction was carried out to drift students’ misconception. At last, the final data was analyzed to exam the functions of the remedial instruction system. It is shown that after we used the remedial instruction system for “Expansion and Reduction of Fraction” for diagnostic evaluation and remedial instruction, students’ misconception has been “concept-drifted”, which means that via remedial instruction, the incorrect subordinate concept (the basic) was drifted towards superordinate concept (the advanced). Students eventually learnt the right concept. Hence, the following goals can be achieved: First, students’ misconception can be diagnosed immediately and accurately by the system. Second, students’ misconception can be classified in order to provide students with efficient and appropriate remedial teaching. Third, learning outcomes can be improved by concept-drifting. Finally, the system can help to reduce the time and load of remedial instruction for teachers.

Keywords:

fraction, concept-drifting, expansion, reduction, mathematics.