Chinese Journal of Science Education


Volume 1 No 1, pp. 1-27 (March 1993)

The Beginning Fractions Curriculum in Taiwan - Analysis and Criticism

LIN Fou-Lai and HUANG Men-Fong

Abstract

This papers analyses the current beginning fractions curriculum used in Taiwan, and seeks for a ground theory in order to improve children's fractions learning.

In section one, some specific problems of teaching and learning beginning fractions are analysed based on certain survey data. In section two, problems of the fractions teaching material are analysed in terms of the unique set of textbooks used in Taiwan.

In section three, the general situation of teaching, learning and content of fractions are systematically examined based on the mechanistic approach and the structuralistic approach in mathematics curriculum theory. It was found that the implemented fractions curriculum can be characterized by the mechanistic approach, however the intended fractions curriculum tends towards the structuralistic approach.

In section four, some problems of the fractions curriculum based on the stucturalistic approach are criticized.

In section five, the educational principles and learning theory of the realistic mathematics education are introduced via a study in which the process and strategies used by three children in solving the problem of shairing loaves of breads are observed and analysed.

In section six, the ideas of realistic mathematics education are dialected via a panel involving ten mathematics educators.

In section seven, the principles of mathematics diagnostic teaching are synthesized.

In section eight, a ground theory for developing beginning fractions curricrlrm is recommended by intergrating the principles of the realistic mathematics education and the diagnostic teaching. Some research problems are then formulated in terms of this theory.

Keywords: Fractions Curriculum; Concept Formation; Instructional Ideas; Learning Theory

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