| Abstract: | The purpose of this research is to explore the influence of integrating instruction with online broken calculator in number sense and online broken calculator estimate assessment for fourth graders, and to analyze the answering strategies. According to the five dimensions of number sense, the researcher programd “online number sense test” which fits fourth graders, and used the online broken calculator estimate assessment to proceed the design of instruction and assessment, then used quasi-experimental design to proceed the instruction experiment. At last, according to the performance of experimental group and control group, the researcher analyzed the influence of integrating instruction with online broken calculator in number sense for pupils.
The results of this research are as followings:
1.Integrating instruction with online broken calculator is more effective than
traditional instruction in promoting the whole ability of number sense for pupils.
2.In the five dimensions of number sense, integrating instruction with online broken
calculator is more effective than traditional instruction in promoting the ability of
“understanding the number meanings and relationships,” “understanding the
relative effect of operations on numbers,” “developing computational strategies and
being able to judge their reasonableness,” and “ability to represent numbers in
multiple ways.” However, it is not more effective in the ability of “recognizing the
magnitude of numbers.”
3.Integrating instruction with online broken calculator is effective in promoting the
whole ability of number sense for both higher group and lower group pupils.
4.Integrating instruction with online broken calculator is more effective than
traditional instruction in promoting the problem solving performance of online
broken calculator estimate assessment for pupils.
5.In the addition test and subtraction test of online broken calculator estimate
assessment, integrating instruction with online broken calculator is more
remarkable than traditional instruction in promoting the performance, but there is
no remarkable differences in the multiplication test and division test.
6.Integrating instruction with online broken calculator is effective in promoting the
problem solving performance of online broken calculator estimate assessment for
both higher group and lower group pupils.
7.There are seven adjustment strategies in the answering resposes of online broken
calculator estimate assessment.
8.In the right responses of online broken calculator estimate assessment, the
proportion of answering question right with one time is the highest among all of them. In the right responses with adjustment strategies, the proportion of the sandwich style is the highest among all of them. In the wrong responses of online broken calculator estimate assessment, the proportion of answering question wrong with one time is the highest among all of them. In the wrong responses with adjustment strategies, the proportion of the sandwich style is also the highest among all of them.
9.Comparing the pretest and post-test responses of online broken calculator estimate assessment for experimental group, the findings are that the proportion of answering question right with one time increased and the proportion of guessing with incoherence reduced.
Key words: number sense, online broken calculator, the four fundamental operations
of arithmetic |
