Chinese Journal of Science Education 2003,, 235-256 2003, 11(3), 235-256 1 2 1 2 90 12 26 91 6 3 92 4 11 () - () - (), 2000 = = = 48 = 2 24 48 2 = 24 2 48 24 48, 2001
236, 2002, 1995, 1995 1995 cooperative action inquiry, 1995, 1998 Goldschmid Goldschmid1972 module objective Russel, 1974 Warwick, 1987 2001
237, 1997 8 8 8 4 8 2 8 1 8 4 2 1 8 8, 2000 ab q r a = b q + r b > r 0, 2001 = + a b 0, 1997, 2001 12 12 2 12 2 2 12 5 12 5 5 12 1 2 3 4 6 12, 1997, 1988, 1999
238, 2003 1994 () Vergnaud1983 measurement operations multiplicative conceptual field MCF, 1997 () Brainbridge sub-concept super-concept, 1992 Mayer1983, 1996, 1995 () () 1996, 1996 3 12 12 3 3333 3 1 111 () 12 3 3 12 12 3 3 1 1 3 3 1 sum
239 product, 1999 pro-ceptgray & Tall, 1994 process concept symbol 3 curriculum as a hypothesis to be tested 4 3 4 3 in the classroom context 4, 3 1998 4 3 + 2 3 2 Gray & Tall, 1993, 2000, 2003 tacit knowledge, 1997 3 543 54 3 54 18 54 18 54 (), 2003 () Hopkins, 1985 () reflective inquiry pragmatic requirements
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241 1 12 1 1 2 11 Wehman McLaughlin1981 Nelson1973 Lave1988 situated situated learning
242 900907 900907 900907 025 25 900907 900823 1 12 10 900907 900907 10 12 900907 900907 () 9
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246 900911 030 900911 025 () 900912 900912 1 1 2 2 24681012 900912 2 () 9
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248 2 900910 2 20 1 2 4 5 4 5 10 900910 24 3 4 3 6 4 6 4 4 6 900911 13 7 11 9 12 12 12 12 12 12 900914 () 900907 900907
249 900911 900907 010 10 1 = 10 2 = 5 10 2 2 10 900911 004 1996 900912, 1989 10122024
250 () 10 12, 1997 () 10 12 2024 24 1 () () () () 12 2 = 612 2
251 2 12 85 3. 2002 () 4. 1988 5. 1997 325-44 6. 2001 2001 185-208 7. 1998 8. 1996 -- 9. 2001 10. 1995 91-NSC-2521-S-415-002 11. 2001 23-34 12. 1992 1. 1997 13. 1999 2/3 2. 1997
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254 () 12 12 () 1. 12 2. 12 3. 112 1 10 1. 2. 1 1 3. 15
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256 The Study of Practicing Teaching Module of Divisors Number Shiang-Tung Liu 1 and Kuo-Hsun Huang 2 1 The Graduate Institute of Math Education, National Chiayi University 2 Nan-Shin Elementary School, Chiayi County Abstract The purpose of this study was to help students overcome the difficulty of learning divisors number by practicing developed teaching module. The cooperative action inquiry was conducted in this study. Two authors and a teacher worked as a team to enter two fifth graders classes to see the effects of students learning. The teaching module was divided into initial activity, developing activity, and examining activity. This study found that 1) initial activity via dynamic processes improved students understanding the divided numbers and the divisors of an integer, 2) developing activity via operating concrete materials helped students enhance the concepts of divided numbers and the divisors of a number, and 3) examining activities via interesting games motivated students active learning and made sure learning successfully. Key Words : Divisors, Cooperative Action Inquiry, Instructional Module, Innovative Teaching.