Dissertations / Theses on the topic 'Decimal system – Study and teaching'

It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:<br>Department of Computer Science

Made available in DSpace on 2015-04-09T12:28:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-09-26Bitstream added on 2015-04-09T12:47:21Z : No. of bitstreams: 1 000809246.pdf: 734649 bytes, checksum: 3d86aa89d7b50d25d5172e2d723de72f (MD5)<br>A necessidade do uso dos números é um processo histórico e indispensável à organização da vida humana, apesar de ser um conceito abstrato. Desde a idade antiga, quando os humanos ainda moravam em cavernas, a necessidade da contagem sempre esteve presente, pois contavam peixes, rebanhos, plantações. Até mesmo nos dias de hoje, as mais variadas e desenvolvidas práticas tecnológicas utilizam-se dos números, citando, como exemplo, o sistema binário computacional. O objetivo deste trabalho é explicar como os sistemas de numerações são utilizados ao longo da história, suas necessidades, cálculos e aplicações. Além disso, serão apresentadas comparações entre os sistemas mais utilizados, fazendo distinção entre sistemas numéricos posicionais e não posicionais. Pretende-se, também, propor uma reflexão sobre as vantagens e desvantagens desses modelos de sistemas. Ainda serão apresentados resultados de atividades práticas aplicadas com crianças que estão cursando o 4º e 5º ano do Ensino Fundamental. Objetiva-se mostrar como as crianças compreendem o posicionamento dos números dentro do sistema numérico decimal, de modo a evidenciar que o hábito da memorização é predominante para a realização das operações básicas desse sistema em decorrência do seu não entendimento. Tal fato faz com que os alunos das escolas brasileiras não tenham conhecimentos matemáticos básicos, e, consequentemente, com que o país não apresente resultados desejáveis nas avaliações internacionais. Em síntese, pretende-se que este trabalho seja uma oportunidade de reflexão ao passar pela história da matemática, por demonstrações de conceitos simples desses sistemas de numeração e explicitar que uma pessoa aprende realmente a manipular os números quando faz real entendimento destes<br>The necessity of using numbers is a historical process and essencial to the organization of human life, although it is an abstract concept. Since Early Middle Ages, when human beings still lived in caves, the need for counting had always existed because fishes, herds, plantations had to be counted. Even nowadays the most diverse and developed technologies use numbers like the computacional binary numeral system. The aim of this paper is to explain how numeral systems have been used throughout history, their necessity, calculation and aplication. Besides this, comparisons between the most used systems will be presented, distinguishing positional and non positional numeral systems. It is also intended to suggest reflection about this systems models advantages and disadvantages. Also pratical activities applied to children in fourth and fifth grades of primary and secondary school results will be present. The purpose is showing how children understand numbers positioning of decimal number system in order to highlight that the memorizing habit prevails performing basic operations of this system due to the fact people do not understand it. This fact makes the students of Brazilian schools do not have basic math skills, and, consequently, the country does not present desirable results on international assessments. In summary, the main purpose of this paper is being an opportunity for reflection presenting math history, demonstrating numbering systems simple concepts and showing that someone really learns to manipulates numbers when they are really understood

Orientador: Vanderlei Minori Horita<br>Banca: Marcus Augusto Bronzi<br>Banca: Jéfferson Luiz Rocha Bastos<br>Resumo: A necessidade do uso dos números é um processo histórico e indispensável à organização da vida humana, apesar de ser um conceito abstrato. Desde a idade antiga, quando os humanos ainda moravam em cavernas, a necessidade da contagem sempre esteve presente, pois contavam peixes, rebanhos, plantações. Até mesmo nos dias de hoje, as mais variadas e desenvolvidas práticas tecnológicas utilizam-se dos números, citando, como exemplo, o sistema binário computacional. O objetivo deste trabalho é explicar como os sistemas de numerações são utilizados ao longo da história, suas necessidades, cálculos e aplicações. Além disso, serão apresentadas comparações entre os sistemas mais utilizados, fazendo distinção entre sistemas numéricos posicionais e não posicionais. Pretende-se, também, propor uma reflexão sobre as vantagens e desvantagens desses modelos de sistemas. Ainda serão apresentados resultados de atividades práticas aplicadas com crianças que estão cursando o 4º e 5º ano do Ensino Fundamental. Objetiva-se mostrar como as crianças compreendem o posicionamento dos números dentro do sistema numérico decimal, de modo a evidenciar que o hábito da memorização é predominante para a realização das operações básicas desse sistema em decorrência do seu não entendimento. Tal fato faz com que os alunos das escolas brasileiras não tenham conhecimentos matemáticos básicos, e, consequentemente, com que o país não apresente resultados desejáveis nas avaliações internacionais. Em síntese, pretende-se que este trabalho seja uma oportunidade de reflexão ao passar pela história da matemática, por demonstrações de conceitos simples desses sistemas de numeração e explicitar que uma pessoa aprende realmente a manipular os números quando faz real entendimento destes<br>Abstract: The necessity of using numbers is a historical process and essencial to the organization of human life, although it is an abstract concept. Since Early Middle Ages, when human beings still lived in caves, the need for counting had always existed because fishes, herds, plantations had to be counted. Even nowadays the most diverse and developed technologies use numbers like the computacional binary numeral system. The aim of this paper is to explain how numeral systems have been used throughout history, their necessity, calculation and aplication. Besides this, comparisons between the most used systems will be presented, distinguishing positional and non positional numeral systems. It is also intended to suggest reflection about this systems models advantages and disadvantages. Also pratical activities applied to children in fourth and fifth grades of primary and secondary school results will be present. The purpose is showing how children understand numbers positioning of decimal number system in order to highlight that the memorizing habit prevails performing basic operations of this system due to the fact people do not understand it. This fact makes the students of Brazilian schools do not have basic math skills, and, consequently, the country does not present desirable results on international assessments. In summary, the main purpose of this paper is being an opportunity for reflection presenting math history, demonstrating numbering systems simple concepts and showing that someone really learns to manipulates numbers when they are really understood<br>Mestre

Focused awareness in action was designed by the author as a system of movement experiences intended to enhance individual health and self-developmental processes. Drawing on principles of yoga, pranayama, modern dance, movement improvisation, and meditation, with group discussion as a means of integrating the above principles, form components were organized into a methodology for a course of study. The course of study was implemented in a project class and other workshop settings. As a result of these experiences, the thesis describes the structure and implementation of focused awareness in action. Speculations are made regarding its potential contribution to health and self-development. Most significant among the conclusions reached is the role of group interaction and interconnectedness in realizing the potential of the model.

This study examines the application of the Project Research in Nursing (PRN) patient classification/workload measurement system in a teaching hospital in Quebec. It also compares the workload estimates of direct and indirect care activities determined from patients' total PRN point scores and from corresponding PRN levels of care (classes 1-15). This study examines the allocation and the rankings of patients' needs for nursing care in relation to the categories of the classification instrument. Two documentary sources, audit records of 1988-1989 to 1992-1993 and audit data collection forms of 1992-1993 were used to conduct the study and to provide a comparison of the results. Audit findings were relatively consistent over the five-year period. Comparison of pre-audit and post-audit workload estimates provided detailed information on the measurement sensitivity between total PRN point scores and PRN levels of care; the direction and magnitude of differences between classification ratings; and the distinctive nature of patients' needs for nursing care within and across clinical departments. This study discusses the implications of these findings for nursing resource management decisions, staffing and workload and makes recommendations for practice and further research.

The study presented in this paper is a second language study of the acquisition of the English system of pronominalization by adult learners of English. It is a partial replication of Ingram and Shaw's (1981) first language acquisition study on the same topic. One hundred and eighty four subjects and twenty control subjects were administered a written task that involved making anaphoric assignments to pronouns in thirty five test sentences, representing seven different sentence construction types. Analysis of the data indicated that the two syntactic constraints of precedence and dominance played major roles in the anaphoric assignments made by all subjects. In addition, these two syntactic constraints were instrumental in delineating developmental stages in the acquisition process. A comparison of the response patterns displayed by the present study's subjects and those displayed by Ingram, and Shaw's subjects revealed a number of differences. These differences suggested that the acquisition process was not invariant and highly sequential in nature, but dynamic and highly creative, allowing a great deal of latitude in terms of the processing strategies employed.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate

Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Beverly S. Rich (Chair), Roger Day, Patricia Klass, Carol A. Thronton [i.e. Thornton]. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.

This study investigated educators' perceptions of an instructional supervision system for implementing discipline-based art education (DBAE). The purpose was to determine whether teachers, principals, and supervisors who are in a position to use the system perceive its components as clear and useful. The survey research design on which this study was based was carried out at the 1985 Getty Summer Institute for Educators on the Visual Arts. The sample for the design included 47 educators defined by their institutional role and their knowledge of DBAE: Returning Principals, Elementary Classroom Teachers, Art Educators, Art Supervisors, and New Principals. The respondents rated 25 DBAE teaching behaviors on a Supervision Scale from 1 (No Help) to 5 (Very Helpful), and an Art Content Scale from 1 (Unclear) to 5 (Clear). Written comments were compiled and qualitative comparisons were made within and between groups. A Principal Components Factor Analysis was used to determine the underlying factors within the Supervision System. Analyses of variance techniques were used to determine whether there were statistically significant differences among the four educator groups for each of the teaching behaviors. Pearson product moment correlation was used to determine relationships between total ratings and the respondents' years teaching, years in educational administration, and years as art educator. The results of this study indicate that: (1) the teaching behaviors in the Supervision System measure three distinct constructs of DBAE instruction: Content, Curriculum, and Context; (2) the System was perceived as clear and useful by each of the educator groups included in this study; (3) the items were rated higher as their years in educational administration increased; and (4) the Content and Curriculum items were rated lower as years in art education increased, while the context items were rated higher. The DBAE approach to teaching art is in its development stages. The constructs included in the Supervision System should be reevaluated as DBAE evolves.

Since English is increasingly being taught worldwide, questions about the importance of teaching context continue to grow. But studies of EFL (English as a foreign language) educational systems in various contexts are rare. This holistic study was intended to describe and analyze one European setting where English is taught as a foreign language, to uncover the underlying assumptions and needs that drive EFL education, to hear teacher and student voices about the confidence they have in the system, and to identify factors in the layers of context that make this system unique.The study relies mainly on qualitative methods, but uses also some quantitative data to support and/or refute information obtained through qualitative research methods. The ethnographic field work was conducted on location in Finland from January to December of 1992.The findings indicate that the Finnish EFL education system is unique because of various social, political, and linguistic factors that are characteristic of the nation itself. Several factors contribute to the effectiveness of the system, such as highly qualified instructors, excellent instructional materials, and up-to-date teaching methods. More importantly, however, it is Finland's commitment to quality foreign language education that seems to be decisively instrumental in achieving the expected results. Thus, the nation as a whole invests in the development and research of foreign language education. It appears that the key to the relative success of the English education system in Finland involves just the right combination of interrelated factors and level of confidence found at every layer of the context.Since most EFL systems consist of the same universal elements' (teachers, students, materials, methods, etc.), the study proposes an EFL Contextual System Model, which is applicable to other settings. The Model can be used to analyze and interpret the parts and interrelationships of EFL systems in various educational contexts.By learning about the EFL context in Finland, the worldwide TESOL (teaching English to speakers of other languages) community can gain a better understanding of the importance and function of the broader teaching/learning context itself and draw parallels between EFL educational systems in various nations.<br>Department of English

The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students.<br>Department of Industry & Technology

Cette étude a exploré des séances de tutorat d’anglais, langue seconde, dans le contexte de la plateforme Elluminate, un environnement numérique d'apprentissage en mode synchrone. Les participants de cette étude étaient des étudiants inscrits à un programme de formation à l’enseignement de l’anglais, langue seconde, au Québec et des élèves de première année secondaire au Mexique. L’étude porte sur trois questions de recherche : (1) les types d’échafaudage mises en œuvre par les tuteurs, (2) les perceptions des tuteurs quant à ce type d’enseignement, et (3) les perceptions des élèves quant aux expériences vécues en tant qu’apprenants. Les données ont été cueillies notamment à partir d’enregistrements des séances en ligne et de questionnaires. Quatre types d’échafaudage préalablement définis par Pawan (2008), soit de type linguistique, conceptuel, social et culturel, ainsi qu’un cinquième de type technique, ont été relevés. Les participants ont généralement trouvé leurs expériences vécues en ligne positives.<br>The study explored ESL tutoring sessions in the context of the Elluminate platform, a synchronous language management system (SLMS). The participants were ESL pre-service teachers from Québec who provided tutoring to small groups of secondary 1 ESL students located in Mexico. The study focused on three research questions: (1) the types of scaffolding provided by the tutors, (2) the tutors’ perceptions of teaching within this environment, and (3) the learners` perception of their learning experience. Data collection included screen capture of the online sessions and surveys. In addition to the four types of scaffolding previously identified by Pawan (2008) – linguistic, conceptual, social and cultural, a fifth type, particular to the SLMS environment – technical scaffolding, also emerged. Both tutors and ESL students were generally positive about their online experiences.

碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>104<br>Technology has been in progress, use of information technology into the teaching has become a trend. The ability to use technology and information to students should develop basic skills is expressed in Grade 1-9 curriculum guidelines. This study aims to explore the influence on third grade students’ mathematics learning achievement and the learning attitude by using Interactive Response System, and also investigates the satisfaction of schoolchildren toward the Interactive Response System learning. A quasi-expermental method was adopted in this study. Participants in this study included third grade elementary schoolchildren in 2 class from an elementary school in New Taipei City. The experimental group, using Interactive Response System learning two units of mathematics (including Fraction Addition and Subtraction, Decimal). The other class was designated as the control group which traditional lecture-based teaching was administered. The tools used in this study were: mathematics learning achievement test, mathematics learning attitude scale, and satisfaction questionnaires, statistical software for data processing and analysis. Finally, satisfaction questionnaires and interviews were conducted to survey the satisfaction levels and learning experiences of the students who participated in Interactive Response System learning.According to the results, the schoolchildren can enhance mathematics learning achievement, improve the learning attitude by using Interactive Response system learning, and schoolchildren exhibited positive attitude in using interactive response system learning.

碩士<br>國立臺中教育大學<br>數學教育學系<br>99<br>The purposes of this study were to investigate preservice teachers’ concepts and pedagogical knowledge regarding division of decimals. The participants were 462 preservice teachers from five university of education. Self constructed survey instrument was used in this study. The main results were as follows: 1. Most participants had no problem solving long division problems with 1-digit remainder. However, some of them did not understand the meaning of the procedure for the division of decimals long division; they thought moving decimal point during the procedure was only for easy calculation. 2. Most participants have enough knowledge regarding students’ concept development of decimal division. However, some participants could not distinguish the types of errors students made regarding decimal division. These preservice teachers could not identify common problems pupils might have, and were unable to provide further instructions. 3. Most participants could not arrange activities and/or concepts in the correct order. Furthermore, many participants expressed that they would teach long division procedure directly, and ignored the meaning of the algorism. 4. Response rates for opening questions were low, and the correct rate was not adequate. Many participants could not express their thought and/or ideas of teaching efficiently. The results indicated that these participants did not have sufficient knowledge (concept and pedagogical) in teaching decimal division. Teacher educators might need to pay more attention on this topic.

碩士<br>國立新竹教育大學<br>應用數學系碩士班<br>95<br>The conceptions of decimal fraction are complicated for elementary school students. The misconceptions may be occurred because of the difficulties of understanding the knowledge of decimal fraction. Thus, teachers need to detect students’ misconceptions before the adaptive teaching process applying on students’ learning. Parallel testing is widely used in assessing teachers to detect students’ learning performance; however, traditional testing sheets are time-consuming for teachers to construct the parallel tests in a short time. Furthermore, it do not support teachers to detect students’ misconceptions. This paper proposed an online parallel test generator for teachers to construct parallel testing sheets in a short time and detect elementary school students’ misconceptions about decimal fraction. The parallel test generator is performed under 53 item templates predefined with restrictions and reduces teachers’ efforts in constructing the parallel tests. After students’ misconceptions are detected. Each student’s misconception structres could be illustrated graphically in a tree structure by the concept map technique, which is helpful for teachers to analyze student’s learning performance and make a decision to classify each student into adaptive teaching strategies. The adaptive teaching strategies are categoried into four classes: (1) supervised study (2) reciprocal peer tutoring (3) abidance of family, and (4) guidances of teachers. The machine learning techniques are used to assist teachers classifying each student into adaptive teaching strategy with a high accuracy in time.

碩士<br>國立台北師範學院<br>數學暨資訊教育學系(含數學教育碩士班)<br>93<br>The study focuses on the effects of the on-line Computer-Aided Instruction (CAI) system designed according to the strategies of teaching-with- analogy of decimal numbers for the 4th graders. The samples gathered in this study were 4th-grade students from two elementary schools in Taipei County. The pretest-posttest nonequivalent group experimental design was adopted as the research method. The subjects were divided into three groups: (1) experimental group 1 (EG1), (2) experimental group 2 (EG2), and (3) control group (CG). EG1 was the learning system using analogical teaching methods designed by this study; EG2 was the learning system using traditional learning methods designed by this study; CG adopted the traditional paper tests. The pre-test and post-test were conducted on three groups of students to help the study to understand the effects of the system. Students in EG1 were also surveyed in order to further understand their learning performances. The main findings of this study point out that EG1 produces the best performances among the three groups and that performances of EG2 did not significantly differ from CG. Speaking of performances by different genders, boys and girls in EG1 make the most progress. When it comes to achievement differences, lower-grade students in EG1 outperform significantly with progress to a larger extent. The questionnaires gathered from EG1 shows this instruction system is helpful in terms of learning decimal concepts and the teaching materials can be designed by using analogical concepts.

This research investigated the feasibility of South African translations of Dewey Decimal Classification (DDC). The study provides an introductory overview of DDC throughout the world, followed by its use in South Africa. The introduction highlights shortcomings and possible solutions – of which translations seem to be the most ideal. This research involved a critical analysis of the literature on DDC translations, a documentary analysis and technology-based research in the form of Google translations and evaluation of parts of Abridged Edition 15 of DDC. The critical analysis of the literature and the documentary analysis identified problems relating to translations, how translations deal with shortcomings in DDC, the fact that no literature exists on multilingual translations, and the process of translations (including the fact that this is an expensive endeavour). It also revealed information about sponsorship and the mixed translation model. The technology-based research, using Google Translate for translations of parts of Abridged Edition 15 and the subsequent evaluation of these translations indicated that Google translations were comprehensive and needed minimum editorial effort. Further to this it paved the way for describing a possible workflow for South African translations and indicated that the parts already translated as well as further Google translations can expedite the translation process. A model for South African translations, based on only the cost of the Pansoft translation software was proposed. The mixed model approach, where some languages are used as main languages (schedules, Relative Index terms and the like) and others for Relative Index terms only, was deemed the most appropriate in the South African context. This led to the conclusion that DDC translations into ten of the official South African languages are indeed feasible. The research supports translations that keep the integrity of DDC intact, with possible expansions based on literary arrant. It is important, though, to get the support of the South African library community and authoritative bodies such as the National Library of South Africa and/or the Library and Information Association of South Africa (LIASA) to negotiate and sign a contract for these translations.<br>Information Science<br>D. Litt. et Phil. (Information Science)

碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>96<br>This study aims at investigating the teaching performance of the trigger-based animation instructional design into the decimal multiplication teaching in the elementary school. The research method is experimental research method of pre-test and post-test design for unequal groups. The research object divides into the experimental group and the control group each 33 fifth grades student in the elementary school, the teaching material content is same, the teaching way both uses the discussion type teaching, and two groups respectively carry on five class hours. In the experiment designs, the experimental group uses the multimedia information teaching, the comparison group selects the teaching playbill method. First serves the post-test, quantification analysis method is used to investigate the influences from the two groups on the learning performance and the mathematical learning attitude on experimental groups of students. The results of this study were as follows： I. In the learning performance influence on the decimal multiplication by the student, it can be seen as follows： 1. In the post-test or postpones-test performance of the achievement test，there are no significant differences for both groups. 2. In the performance on the vary degree students, the nomal and low degree groups progress higher than the high degtee group. 3. In the follow-up performance of the achievement test of the decimal multiplication, there are significant differences for both groups. 4. To experimental group and the comparison group, two kind of teaching in "the integer rides by the decimal", "the decimal rides by the decimal", “the relation between multiplicand, multiplicator, product” under three different topics types carries on the comparison, two groups have not all reached reveal the difference. II. In the learning attitude performance influence of trigger-based animation instructional design by the student, it can be seen as follows： 1.There are no significant differences between the performance of the investigation of information trigger-based animation instructional design into mathematics learning attitude pre-test and post-test for experimental group. 2. The experimental group students in "mathematics study pleasure", "mathematics study are self-confident" in two components to have reveal the difference, and trigger-based animated instruction can promote student’s concentration, confidence and learning interest.

碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>99<br>The main purpose of this research is to find out the difference of automated remedial instruction, which based on student conceptual structure, and the remedial instruction that built by the expert and to verify the application of this structure in teaching. Beside, the research compares the learning performance of each approach and then build a computerized adaptive learning system base on automated remedial, which benchmarking the remedial instruction that recommended by the professional. The result shows that it's a success to apply the adaptive testing algorithm of student conceptual structure on remedial instruction. Because of the structure is generated automatically, it leads to the reduction on setup time of remedial instruction and human resources involved. Comparing the performance of student on their beginning stage and pretest, pretest and posttest, the experimental group has significant improvement after normal teaching and remdial instruction. Applying online materials for remedial instruction, overall conceptual pass rate will become higher, and the order of conceptual structure presented was clear enough. Hence the teaching based on expert knowledge structure and the remedial instruction developed from conceptual structure has great teaching effectiveness.

碩士<br>中華大學<br>土木工程學系<br>104<br>The arithmetic ability is very important in elementary math area. However, the concept of decimal division is more abstract and complex than the other operations of arithmetic. Therefore,many students have failed in decimal division and then they got both low learning willingness and achievment.Therefore, this study used the tools of the TRIZ innovation theory, simple assessment and PIMO forms to analyze advantages and disadvantages of teaching aids in order to make improvement and development of teaching aids in decimal division. This study designed the "Decimal Division Straight Computing Teaching Board"and "Decimal Division Calculation Learning Modules."Wherein" Decimal Division Straight Computing Teaching Board" can construct correct problem solving by initiative operation,asking questions from teachers and using tools; and " Decimal Division Calculation Learning Modules" is a mix of electronic equipment for students to play while the concept and problem-solving ability can be obtained. In this study, the Design of decimal division realias are helpful in learning motivation and learning outcomes.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2020<br>The purpose of this study was to explore the Pedagogical Content Knowledge (PCK) of Intermediate Phase teachers in the teaching of decimal fractions to Grade 6 learners. The study followed a qualitative research approach whereby a case study design was adopted. Three Grade 6 teachers were selected using a purposive sampling strategy to form part of the study. Shulman‟s (1986) Theory of Teacher Knowledge was used to guide the entire study. Data were collected through lesson observations, semi-structured interviews and document analysis. Data were analysed and interpreted using the Argyris, Putman and Smith‟s Ladder of Inference. The study established that Grade 6 teachers lacked PCK in the teaching of decimal fractions. Teachers lacked confidence in the teaching of decimals. The analysis of data also revealed that teachers‟ knowledge of decimal fractions was poor, and that teachers experienced challenges in teaching decimal fractions. Generally, decimal fractions were found to be difficult for teachers to teach. This led to the conclusion that teachers lack Pedagogical Content Knowledge in the teaching of decimal fractions. These findings, though not generalizable to a wider population, provide useful information for further research and insights of what Grade 6 mathematics teachers may be experiencing in their classrooms. The findings may help teachers improve their teaching. They also have implications for teacher-education institutions as they may restructure their teaching programmes, both for pre-service and in-service teachers.

In 1978, only 24% of 8th grade students in the United States correctly answered whether 12/13+7/8 was closest to 1, 2, 19, or 21 (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980). In 2014, only 27% of 8th grade students selected the correct answer to the same problem, despite the ensuing forty years of effort to improve students’ conceptual understanding (Lortie-Forgues, Tian, & Siegler, 2015). This is troubling, given that 5th grade students’ fraction knowledge predicts mathematics achievement in secondary school (Siegler et al, 2012) and that achievement in math is linked to greater life outcomes (Murnane, Willett, & Levy, 1995). General rational number knowledge (fractions, decimals, percentages) has proven problematic for both children and adults in the U.S. (Siegler & Lortie-Forgues, 2017). Though there is debate about which type of rational number instruction should occur first, it seems it would be beneficial to use an integrated approach to numerical development consisting of all rational numbers (Siegler, Thompson, & Schneider, 2011). Despite numerous studies on specific types of rational numbers, there is limited information about how students translate one rational number notation to another (Tian & Siegler, 2018). The present study seeks to investigate middle school students’ understanding of the relations among fraction, decimal, and percent notations and the influence of a daily, brief numerical magnitude translation intervention on fraction arithmetic estimation. Specifically, it explores the benefits of Simultaneous presentation of fraction, decimal, and percent equivalencies on number lines versus Sequential presentation of fractions, decimals, and percentages on number lines. It further explores whether rational number review using either Simultaneous or Sequential representation of numerical magnitude is more beneficial for improving fraction arithmetic estimation than Rote practice with fraction arithmetic. Finally, it seeks to make a scholarly contribution to the field in an attempt to understand students’ conceptions of the relations among fractions, decimals, and percentages as predictors of estimation ability. Chapter 1 outlines the background that motivates this dissertation and the theories of numerical development that provide the framework for this dissertation. In particular, many middle school students exhibit difficulties connecting magnitude and space with rational numbers, resulting in implausible errors (e.g., 12/13+7/8=1, 19, or 21, 87% of 10>10, 6+0.32=0.38). An integrated approach to numerical development suggests students’ difficulty in rational number understanding stems from how students incorporate rational numbers into their numerical development (Siegler, Thompson, & Schneider, 2011). In this view, students must make accommodations in their whole number schemes when encountering fractions, such that they appropriately incorporate fractions into their mental number line. Thus, Chapter 1 highlights number line interventions that have proven helpful for improving understanding of fractions, decimals, and percentages. In Chapter 2, I hypothesize that current instructional practices leave middle school students with limited understanding of the relations among rational numbers and promote impulsive calculation, the act of taking action with digits without considering the magnitudes before or after calculation. Students who impulsively calculate are more likely to render implausible answers on problems such as estimating 12/13+7/8 as they do not think about the magnitudes (12/13 is about equal to one and 7/8 is about equal to one) before deciding on a calculation strategy, and they do not stop to judge the reasonableness of an answer relative to an estimate after performing the calculation. I hypothesize that impulsive calculation likely stems from separate, sequential instructional approaches that do not provide students with the appropriate desirable difficulties (Bjork & Bjork, 2011) to solidify their understanding of individual notations and their relations. Additionally, in Chapter 2, I hypothesize that many middle school students are unable to view equivalent rational numbers as being equivalent. This hypothesis is based on the documented tendency of many students to focus on the operational rather than relational view of equivalence (McNeil et al., 2006). In other words, students typically focus on the equal sign as signal to perform an operation and provide an answer (e.g., 3+4=7) rather than the equal sign as a relational indicator (e.g., 3+4=2+5). Moreover, this hypothesis is based on the documented whole number bias exhibited by over a quarter of students in 8th grade, such that students perceived equivalent fractions with larger parts as larger than those with smaller parts (Braithwaite & Siegler, 2018b). If middle school students are unable to perceive equivalent values within the same notation as equivalent in size, it seems probable that they might also struggle perceiving equivalent rational numbers as equivalent across notations. This is especially true in light of evidence that many teachers often do not use equal signs to describe equivalent values expressed as fractions, decimals, and percentages (Muzheve & Capraro, 2012). Chapter 2 underscores the importance of highlighting the connections among notations by discussing the pivotal role of notation connections in prior research (Moss & Case, 1999) and the benefit of interleaved practice in math (Rohrer & Taylor, 2007). Finally, I propose a plan for improving students’ understanding of rational numbers through linking notations with number line instruction, as an integrated theory of numerical development (Siegler et al, 2011) suggests that all rational numbers are incorporated into one’s mental number line. Chapter 3 details two experiments that yielded empirical evidence consistent with the hypotheses that students do not perceive equivalent rational numbers as equivalent in size and that this lack of integrated number sense influences estimation ability. The findings identify a discrepancy in performance in magnitude comparison across different rational number notations, in which students were more accurate when presented with problems where percentages were larger than fractions and decimals than when they were presented with problems where percentages were smaller than fractions and decimals. Superficially, this finding of a percentages-are-larger bias suggests students have a bias towards perceiving percentages as larger than fractions and decimals; however, it appears this interpretation is not true on all tasks. If students always perceive percentages as larger than fractions and decimals, then their placement of percentages on the number line should be larger than the equivalent fractions or decimals. However, this was not the case. The experiments revealed that students’ number line estimation was most accurate for percentages rather than the equivalent fraction and decimal values, demonstrating that students who are influenced by the percentages-are-larger bias are most likely not integrating understanding of fractions, decimals, and percentages on a single mental number line. Furthermore, empirical evidence provided support for the theory of impulsive calculation defined earlier, such that many students perform worse when presented with distracting information (“lures”) meant to elicit the use of flawed calculation strategies than in situations without such lures. Importantly, integrated number sense, as measured by the composite score of all cross-notation magnitude comparison trials, was shown to be an important predictor of estimation ability in the presence of distracting information on number lines and fraction arithmetic estimation tasks, often above and beyond number line estimation ability and general math ability. The experiments reported in Chapter 3 also evaluated whether Simultaneous, integrated instruction of all notations improved integration of rational number notations more than Sequential instruction of the three notations or a control condition with Rote practice in fraction arithmetic. The experiments also evaluated whether the instructional condition influenced fraction arithmetic estimation ability. The findings supported the hypothesis that a Simultaneous approach to reviewing rational numbers provides greater benefit for improving integrated number sense, as measured by more improvement in the composite score of magnitude comparison across notations. However, there was no difference among conditions in fraction arithmetic estimation ability at posttest. The experiments point to potential areas for improvement in future work, which are described subsequently. Chapter 4 attempts to explore further students’ understanding of the relations among notations. For this analysis, a number of data sources were examined, including student performance on assessments, interview data, analysis of student work, and classroom observations. Three themes emerged: (1) students are employing a flawed translation strategy, where students concatenate digits from the numerator and denominator to translate the fraction to a decimal such that a/b=0.ab (e.g., 3/5=0.35). (2) percentages can serve as a useful tool for students to judge magnitude, and (3) students equate math with calculation rather than estimation (e.g., in response to being asked to estimate addition of fractions answers, a student responded, “I can’t do math, right?”). Moreover, case studies investigated the differential effect of condition (Simultaneous, Sequential, or Control) on students’ strategy use. The findings suggest that the Simultaneous approach facilitated a more developed schema for magnitude, which is crucial given that a student’s degree of mathematical understanding is determined by the strength and accuracy of connections among related concepts (Hiebert & Carpenter, 1992). Chapter 5 concludes the dissertation by discussing the contributions of this work, avenues for future research, and educational implications. Ultimately, this dissertation advances the field of numerical cognition in three important ways: (1) by documenting a newly discovered bias of middle school students perceiving percentages as larger than fractions and decimals in magnitude comparisons across notations and positing that a lack of integrating notations on the same mental number line is a likely mechanism for this bias; (2) by demonstrating that students exhibit impulsive calculation, as measured by the difference in performance between situations where students are presented with distracting information (“lures”) meant to elicit the use of flawed calculation strategies and situations that do not involve lures; and (3) by finding that integrated number sense, as measured by the composite score for magnitude comparison across notations, is a unique predictor of estimation ability, often above and beyond general mathematical ability and number line estimation. In particular, students with higher integrated number sense are more than twice as likely to correctly answer the aforementioned 12/13+7/8 estimation problem than their peers with the same number line estimation ability and general math ability. This finding suggests that integrated number sense is an important inhibitor for impulsive calculation, above estimation ability for individual fractions and a general standardized test of math achievement. Finally, this dissertation advances the field of mathematics education by suggesting instruction that connects equivalent values with varied notations might provide superior benefits over a sequential approach to teaching rational numbers. At a minimum, this dissertation suggests that more careful attention must be paid to relating rational number notations. Future work might examine the origins of impulsive calculation and the observed percentages-are-larger bias. Future research might also examine whether integrated number sense is predictive of estimation ability beyond general number sense within notations. From these investigations, it might be possible to design a more impactful intervention to improve rational number outcomes.

碩士<br>國立彰化師範大學<br>科學教育研究所<br>83<br>The aim of this study was to investigate the 5th grade students'' achievement and understanding of place value relevant concepts in studying the "Decimal Numeration System" Unit which appeared in Volume No.9 of the revised elementary schools mathematics'' text- book.The relevant concepts included multiplications and divisions of numbers ending with 0,size of number,representation of numbers ,place value,and structure of numeration.Using descriptive survey method,a paper-pencil test was given to 842 5th grade students from 23 different elementary schools in order to examine their achievement in studying the unit.In addition,students were inter- viewed by the researcher in order to acquire a deeper understan- ding of their relevant concepts of place value,including alter- native conceptions and representation of number.The results of this study showed that students achievement on relevant concepts of place value was below average,and they had many alternative conceptions.In the case of multiplications & divisions of numbers which ended with 0,students'' major alternative conceptions were that they thought that 0 would be cancelled because it was the case for decimal fraction ending in 0.In the case of structures of numeration,students major alternative conceptions came from talking literal meaning of the word, without a good understanding of what base power of the numeration was.In the case of represent -ation of numbers, students'' major alternative conceptions were to misconceive 0 & meaning of the decimal point.In the case of place value, students wouldn''t understand the place value of binary numeration system.Also, students'' understanding of decimal fraction was influenced by place name very much.Especially for decimal fraction,students had five major kinds of misunderstan- dings.Additionally for the place value of decimal numeration system,students had an easy time learning by rote.

Syftet med studien är att erhålla en djupare förståelse av elevers kunskaper om det decimala talsystemet. Frågeställningen som undersöks är; vilka olika tillvägagångsätt kan identifieras när eleverna beskriver hur de har löst operationer som behandlar det decimala talsystemet? Den här studien har använt sig av en kvalitativ innehållsanalys, där elevernas olika tillvägagångsätt att lösa uppgifter har analyserats. Studien har lånat ord som förståelse och kvalitativa skillnader från den fenomenografiska forskningsansatsen. I studien har 17 elever deltagit och genomfört ett arbetsblad. Därefter valdes 10 elever slumpmässigt ut för vidare intervjuer. Resultatet som presenteras baseras på de uppgifter där det förekommer skillnader i elevsvaren. I uppgifterna och i de efterföljande elevintervjuerna har flertalet tillvägagångsätt kunnat identifieras. Det huvudsakliga resultatet visar att eleverna löste uppgifterna med olika tillvägagångsätt. Elevsvaren har i diskussionsdelen jämförts mot tidigare forskning för att kunna behandla studiens syfte. Vidare problematiseras även resultatets relevans för yrkesrollen och hur matematiklärare kan använda sig av resultatet för att planera och genomföra sin undervisning.<br>The aim of the study is to obtain a deeper understanding of students' knowledge of the decimal number system. The subject of interest is what different approaches can be identified when students describe how they have solved operations that deal with the decimal number system? This study has used a qualitative content analysis, where the students' different approaches to solving tasks have been analyzed. The study has borrowed words such as understanding and qualitative differences from the phenomenographic research approach. In the study, 17 students participated and completed a worksheet. Subsequently, 10 students were randomly selected for further interviews. The presented results are based on the data where there are differences in student responses. Through the task and the subsequent student interviews different approaches were identified. The main result is that the students solved the tasks with different approaches. In the discussion section, the student responses have been compared with previous research. Furthermore, the relevance of the result for the professional role and how the mathematics teacher is also problematized can use the results to plan and carry out their teaching.

碩士<br>國立嘉義大學<br>教育行政與政策發展研究所(Graduate School of Educ<br>98<br>Recently, both public and private universities in Taiwan are facing the problems like how to raise the quality of curricula and teaching, how to provide teachers with better teaching resources, how to improve graduate students’ abilities and qualities and so on. These universities are planning the systems and strategies to improve the quality of the higher education in Taiwan, which includes the instructions assisted by senior undergraduates or graduate students. These students who help instructors’ teaching are referred as TA(Teaching Assistants)in this paper. Teaching Assistants are an essential gear in the working of higher education system. They provide education services including three aspects: teaching, research and administration. TA system is currently commonly set in every university in Taiwan. Although TA system is common, the studies about it are rare. 　　The issues about TA, like what role should a TA play in an university and whether TA functions well in helping teacher’s instructions, require further studies and discussions. This study aims to understand the role TA plays in a university and TA’s function. The research was conducted through interviews in order to know the practical phase about TA. The interviewees include the administrative staff, instructors, and graduate students involved in and responsible for the TA system. On the other hand, TA program has been put into practice in western countries for years, so the researchers collected the data about TA program in the U.S.A. These data include documents, journal, notices, web information and so on. 　　With the data analysis, the study brings out several conclusions: first, setting a work team responsible for TA program can help the program be practiced more thoroughly; second, the selection procedures should be systematic and adaptive; third, the training programs should develop both students’ high-tech ability and humanity; forth, TA should be granted with the right to teaching and grading, and universities should establish a section to regulate TAs and respond to different situation; fifth, although TA can assist the teaching part, to reduce instructor’s teaching burden still requires the cooperation of other working systems.

碩士<br>國立臺灣科技大學<br>財務金融研究所<br>107<br>Due to the increasing frequency of financial crisis in recent years, many people began to pay attention to their own wealth management. However, not only the financial products became complex, but the well-development of the internet made a lot of information delivery fast; these make people who do not have financial background suffered from the wrong information. That is the key point that makes the education of finance becoming crucial. However, the traditional theoretical learning method often makes it difficult for people of different backgrounds to learn, and the fields with stronger mathematical properties such as the future and option are more retreating. Therefore, this study hopes to introduce the teaching software modules in an intuitive way, which can enhance their interest to learn deep. In this project, quantitative and qualitative methods are both used to analyze the data collected from our class. In the quantitative part, we collect students' test scores to observe whether their learning results have improved or not. The qualitative analysis aims to understand students' subjective feelings, in order to see whether students with different backgrounds can benefit in the learning processes and whether their enthusiasm for learning is encouraged. In the analysis of the research results, the quantitative results of the test scores show that most of the subjects can make a certain degree of improvement in the concept understanding and calculating ability after using the teaching module, and also have a considerable understanding of the related extension applications. However, in the part of graphic comprehension, there is a phenomenon that the learning ability by different backgrounds is different. However, overall, the learning effect is significantly improved. In the qualitative analysis, the feedback-form analyzes that the positive evaluation of the module by the subject is concentrated on the convenience of use and speed up the understanding of basic concept, but the optimization of the user interface still has room for improvement.

碩士<br>中原大學<br>教育研究所<br>106<br>The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers&apos;&apos; teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers&apos;&apos; teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers&apos;&apos;experience and professional development in different course.

碩士<br>國立台北師範學院<br>國民教育研究所<br>91<br>A Study Of The Class Violin Instructions －Xudouqin Violin Teaching ＆ Wong’s Violin Teaching System Abstract The United Kingdom and the United States had gradually developed the Class Violin Instruction for their social needs in the 19th century ; The Suzuki Method applied group class to proceed chorus practice and to improve learning motives ; Mainland China has been developing the Class Violin Instruction for years , and organizations drumbeating the Class Violin Instruction are burgeoning in Taiwan for several years . In my study , I try , through literature review and content analysis , to focus on the Xudouqin Violin Teaching and the Wong’s Violin Teaching System , to map out these indispensable factors for the Class Violin Instruction , and to offer practical helps for those interested in this field . This thesis is divided into six parts , the first chapter is the introduction and it aims to depict the motives and goals of this study , research field , literature review and research design; the second chapter reveals the history of violin instruction ; the third chapter tries to introduce some prestigious methods for the Class Violin Instruction , such as the Suzuki Method and the Rolland Method ; the fourth and fifth chapters intend to analyze the Xudouqin Method and the Wong’s Violin Teaching System via variables , such as the origins and features of teaching methods , teaching beliefs , techniques for class instruction . the sixth chapter plans to bring about the necessary elements for the Class Violin Instruction by comparing the following components -- - - teaching beliefs , basic techniques for teaching methods of the analyses of teaching materials , and hopes to unveil the relation between the Class Violin Instruction and social cultures . According to the final results in this study , and combining theories on “group motivation” and “classroom management”, I try to purpose my suggestions for those who are engaged in Violin Teaching and Class Violin Instruction . Keywords: Class Violin Instruction, Violin Instruction, Xudouqin Violin Teaching , Wong’s Violin Teaching System

碩士<br>國立台北師範學院<br>國民教育研究所<br>91<br>Abstract The purpose of this study was to determine the curriculum of Yamaha Music Education System（YMES）in Taiwan. More specially, this study investigated four critical areas of the YMES as educational goals, curricular content, teaching materials, and teaching method. The subjects consisted of 28 YMES students in Shin-Chung city of Taipei county, 13 parents, two college professors in music education field, two YMES group-class teachers, and two YMES specialists. The data were collected through interviews, and the survey questionnaire. The information received was reviewed, coded, and analyzed. The results showed：The educational rationale of YMES contained a comprehensive music training and the development of a well-round musicianship for young learners. The goals of YMES stressed to enrich the sensation of music and to cultivate the creativity and self-expression for young learners. Moreover, most of the goals of YMES have been well accomplished, except the development of creativity and self-expression. Regarding teaching materials, subjects gave the materials of YMES a positive comments；however, they suggested the scope of the materials should be more comprehensive and include Taiwan musical compositions. Regarding teaching method, subjects agreed that YAMAHA’s method emphasing “listening, singing, playing, reading, writing and composing music” offered the young students a series of effective and well-developing experiences on musical sensibility. Group lessons and parents’s participation received a great of positive responses from subjects. However, some of subjects suggested the space of classroom for group lessons should be enlarged and classroom management should be more well organized. The subjects, especially the group also reflected when applying keyboard instruments for beginners, the teacher should pay more attention on young students’ fingering problems and playing skills； YAMAHA teachers need to enhance their teaching skills and abilities on ensemble lessons. Finally, YMES in Taiwan should pay more attention to explore the reasons about the high ratio of drop-out from the group class and the needs for private piano lessons. Also, they needed to strengthen their teacher training program.

碩士<br>元智大學<br>生物與醫學資訊碩士學位學程<br>98<br>Since the energy is limited, many depots focus on hardware-based improvements. The percentage of automobile replacement in the market is low; therefore, the new fuel-efficient hardware still lacks feasibility. This research conosiders in the perspective of software─change the drivers’s behavior and habits so that to achieve fuel-efficiency of automobile. Driving recorder records scientific data about drivers’s behavior, include brakes, Accelerator, Turn, Slow idle speed, Speed Change; OBDII interface allows us to obtain driving fuel data, rpm, the time of this run, the speed of car, etc. Through the analysis of scientific data, it helps drivers to be more aware of the relation between their driving behavior and fuel consumption. Through energy-saving platform improvements and advices, the drivers may take the recommendations to change their behavior and achieve the fuel-efficient driving in the future. Information platform offers: 1. Traffic radar assessment - including step on the gas, step on the brake, turn, slow and idle speed of the change in the five assessment points, and provides recommendations for improvement to the driving; 2. Braking, accelerating, turn Exceeds the threshold value of the control chart –the number of control of the rather consuming fuel driving; 3. lane high proportion of slow idling round pie chart – focusing on where consumes more fuel, in order to provide the speed of information of the time interval ratio. 4. speed distribution - shows the overall speed of information distribution; 5. The driver behavior recorder - provides the maps which show where and when the special traffic movement (Brake, turn, hard acceleration, etc.) occurs 6. Speed changing group distribution - the average fuel consumption of the same section changes in distribution and speed. In the energy-saving information platform, the use of scaffolding instruction, peer teaching, ideal model teaching in the pilot study, can effectively improve the drivers’s behavior to achieve fuel economic purposes. In the same section, the same car and other factors, the drivers who have not received such instruction, their fuel consumption is usually higher than those who have the instruction; moreover, the rate is even up to 15%.

碩士<br>國立體育學院<br>運動科學研究所<br>88<br>The Study of Multimedia CAI Volleyball Overhand Serve Teaching System ABSTRACT The CAI has been widely applied in the many different courses. However, it was seldom found in the physical education. The characteristics of the CAI and the teaching theories have great benefits to the physical education and the sports learning. The purpose of the research is, using the teaching of the overhand server of the 5th grade elementary school students as an example, to discuss the difference of the instruction effects in cognition, skills, and affection between the using of the CAI sports teaching software（CAI group） and the traditional instructions methods（TI group）. The paper also shows the relationship of all students for their related valuation credits. In addition, by adding an interview with the students and teachers to understand their viewpoints about the CAI model. The subjects are the 5th grades elementary school students. They are divided into the CAI group and the TI groups. Each group consists of 24 students. There is a six classes instruction after the pre-test. After the classes, there is a post-test. Ten days later, there is a reservation-test. I use the independent t-test, the Pearson covariance correlation and the collection of data from interview. The results are as the followings: 1. For the post-test, the CAI group was significant than the TI group in the subjective valuation of the skills, the volleyball rules knowledge valuation, the serve stratagical cognition valuation and the affective development valuation. 2. For the reservation-test, the CAI group was significant than the TI group in the volleyball serve rules knowledge valuation, the serve stratagical cognition valuation. 3. The objective skill test, the success times of the serve, the volleyball serving strategy test and the affective development valuation, all of the above show a significant level with the related subjective valuation of the skills. The volleyball rules knowledge test also shows a significant level with the related valuation of the serving strategy. 4. The interview results show that the CAI software for the teaching of the overhand floater serve is a brand new and special experiences for students. Also, it is helpful for the students in the sport fields by using the CAI system. For the teachers, they give positive attitudes toward the application of the information technology to the physical education. However in reality, the system will work well and be used by the teachers only when the equipments and the courses arrangement are taken into consideration.

碩士<br>淡江大學<br>教育科技學系碩士班<br>95<br>The purpose of this study is to investigate the needs of teaching support for the faculty members of Tamkang University. The differences of demographic backgrounds of faculties are also analyzed. 716 questionnaires were sent to the teachers campus-wide. There were 209 returned and the valid rate of return is 29.19%, The reliability of the questionnaire is 0.8665 of Cronbach α. The results of the research indicated: first, the average degree of needs for teaching support is 3.83, which means most of the items of teaching support are more than important for teacher. Among the dimensions of teaching support, “teaching environment” is needed with highest degree (M=4.68) and “course design” takes the lowest degree ((M=3.41). Second, the degree of need for teaching support varied with different teacher''s backgrounds, such as gender, executing research projects, serving as graduate advisor, distance teaching, participation in teaching workshop, areas of disciplines, degree gained, academic ranking, years of teaching and weekly teaching hours. Third, the need for teaching development is different among teachers in terms of areas of disciplines. This research made the following suggestions for designing the university teaching support: 1.The item with high priority presents teachers need and should be carried out at first. 2.Set up an information management system for teacher''s career development, and provide suggestions for teachers with different teaching stages. 3.The teaching development should be carried out in different ways to meet the requirements by each department. 4.It is necessary to regularly investigate the needs and satisfaction of faculty members in the campus, and thus taking account of teacher''s needs for research support. The followings are made for the future research:1.The research could be expanded to investigate the needs for teaching supports for all the faculty members in all the universities and colleges in Taiwan. 2.It is suggested that other education institution to revise the questionnaire designed by this research, in order for the better application to its own environment. 3.There are many factors affect university teaching, therefore, a systemic view considering all the elements simultaneously is suggested in the future research. 4.Qualitative research is encouraged to investigate the factors affect teacher''s needs for teaching supports.

碩士<br>南台科技大學<br>資訊管理系<br>93<br>Most of teaching quality assurance researchers focused on the objections of universities or colleges. Because the objections of each college are vary different. The results of such research can not reflect the teaching quality for specific department. We dedicate the teaching quality assurance to the information management system. We establish the definition of information management system teaching quality, find out the orientation of information management system and build the teaching quality indicator for the information management system via analyzing bibliographies, experts consultation and Delphi method. Teaching quality indicators of management information system include three areas, twelve categories and ninety items. Teaching area include 5 categories which are principles of teaching, teaching staff, teaching process, teaching environment, teaching assessment and feedback. Learning area include 4 categories which are enterprise decision, information technology, interpersonal communication and team cooperation, analytical and critical thinking. Practical area include 3 categories which are professional reality, management reality, integrated capability. We expect via teaching quality indicator to collect the data for self-evaluation and comparison with other department. We also hope that can achieve the goal of teaching quality of management information system.

碩士<br>南華大學<br>企業管理系管理科學碩博士班<br>97<br>Owing to the principals’ select system, those rural area schools which located near the coastland of seas have new principals every two to three years. Every principal has different kind of leadership style, and therefore forms different kinds of organizational operation model. The staff and students have to readjust every time because of the newer leadership style. In order to maximize teaching and learning effectiveness,principals should realize the importance of instructional leadership and devote positively to promote the teaching efficacy and the student to study effectively. 　 　　This research uses the Vensim packaged software to construct the dynamic model by applying the system dynamics approach；a exemplified case is followed to describe as well as to analyze the interactive situation between teaching and administration. 　 　　The main conclusions of this research are presented as below: It has the positive influence on the efficacy of teaching and administration when the rewards and job responsibility are enhanced and they also improved the processing time of information. On the other hand, it will have the remarkable effect when the rewards are enhanced in the intermediate phase of the organization operation. However, if the rewards could not be applicable, it will have a negative influence on teaching efficacy. In addition, if the organization execution can keep up its threshold, the teaching and administration efficacy could not be affected. But if it is lower the threshold, the negative influence on teaching and administration efficacy is happened. 　 　　The related school could apply the proposed model to describe its associated situation by changing the input parameters only.The associated results can be simulated quickly as its referenced basis.Therefore,this research provides a valuable policy-making tool for elementary school principals because the efficacy of teaching and administration could be simulated according to different leadership styles.

碩士<br>樹德科技大學<br>資訊管理研究所<br>95<br>The aim of this research is to investigate the effect of professors in the college if the knowledge management system（KMS） has been imported. The participants of this study are the teachers and students who use KMS from the university in the southern Taiwan. By narratives interviewing professors from different specialized fields about their knowledge share experiences, record their teaching interactions and experiences of using the knowledge share system, and observe them using the system to understand their difficult position when changing, and the successful experience when the system is imported into the traditional teaching process which they are used to use. The research finding indicates that cultural habits are the main forces that drive teachers’ acceptance of knowledge sharing system and their knowledge sharing behaviors. As teachers trying to adopt new knowledge sharing system in teaching, they experience the challenges of information technology usage in contrast with their teachers’ traditional role. They are afraid, yet they have no choice to defense the power of information system in advancing their teaching. This results a dilemma of changing or not to change in teaching patterns. A comprehensive description is shown in this research to provide the manifold of ambivalence of teachers. The research finding can provide the universities who are advocating teaching knowledge sharing systems in succeeding knowledge sharing between teachers and students.

碩士<br>國立屏東師範學院<br>國民教育研究所<br>89<br>The Study of Educational Practice Helping Teaching System in Elementary School Abstract This thesis is a survey of the new system of practice helping teacher in our country. The research topics focus on realizing the ongoing status in all schools, the problems, selection, rewarding, training, guiding strategies, consulting objects, and the possible reforms in the future. Some suggestions are also made for the planning of the system of practice helping teacher in the future. The survey of this thesis is based on form survey and interview survey. The sampling objects include the administrators, new teachers, practice helping teachers and practice instructors in public elementary schools both in Kaohsiung and PingTong County. A self-made form of “ the survey and study of the recent status and problem of system of practice helping teacher” is used in the form survey and the result of survey is analyzed by the way of percentage statistics. While in the interview survey, two practice helping teachers and two new teachers are selected as the research objects from all the testing samples and the recording data in the interview are also word by word written as the transcripts. According to the results of analysis, the conclusion of this thesis includes the following points: 1. The system of practice helping teacher is not completely fulfilled and there are no concrete regulations to normalize the duties of the practice helping teachers. In addition, the practice schools without practice guiding group occupy a high percentage. 2. Most of the practice helping teachers were assigned directly by the school principles or educational directors. 3. It''''s hard to look for a good practice helping teacher since there is no reward in current system. 4. The practice helping teacher should better be trained. 5. The best way for realizing the guidance of new teachers is one practice helping teacher for one practice teacher. 6. In case the inquiry is necessary, the practice helping teacher prefers looking for the internal staff in school rather than the educational organizations or relative educational institutions outside. Keyword: Practice helping teacher , New teacher , Educational practice , Practice instructor

碩士<br>國立雲林科技大學<br>環境與安全衛生工程系<br>103<br>ABSTRACT 　　Internet popularity in modern society, people able to quickly find the required information from the Internet. Therefore, I hope by this thesis research, production improvement applies to the environmental safety of a student's system safety analysis materials, and set up a system safety analysis has aggregated materials, test examples and user education with interactive educational platform capabilities, through e of the way that the system safety analysis lesson plans to have more efficient, more convenient use of the pipeline to the user. 　　Improving the results of this paper, the outline of course content is divided into six areas: (1) Introduction; (2) Engineering probability and statistics; (3) the fault tree and event tree; (4) Reliability engineering; (5) the probability of quantification; (6) the use of software design. With a progressive manner, so that students learn how to do system safety analysis, estimated the probability and system reliability of the fault tree, to assess quantitative risk. 　　With Google Drive as a similar database, and then link to Google Sites, and does not need to understand the code, you can easily set up a network platform, and then by teaching and test examples of e, let the educational platform users can before class, after class to do preview and review, making self-test to see whether they have understood the teaching materials. Question of the chapters of the course in question can branch out advanced example, in an indirect way to allow students to sequential thinking about the problem-solving methods, deepen their impression, to achieve the purpose of learning. 　　Finally, through the trial system safety analysis platform of education, in the use of satisfaction surveys after the trial conclusion:(1) According to satisfaction survey results, curriculum framework and curriculum 4.31 points, to the "satisfaction" These results show materials that meet the needs of students; (2) the course content, each chapter are adding some life encounter to examples as examples in the classroom with students to discuss with each other, make it easier for students to understand, but also to the course is practical; and (3) based on satisfaction surveys, education platform visual impression of the overall layout of 4.15 points, 4.27 overall condition points are reached "satisfactory" or higher, and education platform only put curriculum materials and related examples, the overall operation is simple and refreshing layout; (4) provide a textbook example for users to free download quiz tests, and attach to answer, according to satisfaction survey results, test example functional analysis of system security 4.24 points, to the "satisfaction" over results. Keywords: systems safety analysis, fault tree, reliability engineering, 　 　　　　　 Google Sites

碩士<br>國立臺灣師範大學<br>工業教育學系在職進修碩士班<br>93<br>Abstract The establishment of a teaching resources data system is one important application that feasibly integrates information into teaching. Through the use computer technology and Internet, the teachers can construct a teaching resources data system with their teaching materials, enliven their teaching activities, and enrich their teaching content. What’s more, the quick, convenient retrieval of information from the database provides learners with a relaxed environment, facilitates them in diversified learning, and frees them from the restriction of a face-to-face class schedule at a fixed time or place. This paper aims to research on how vocational high school teachers look at the issue of teaching resources data system in terms of the present database status and problems, the framework of the database, the strategy of applying the database to teaching, and the possible problems of implementing the database system. It is expected that the result of the research can provide a model mode to those who want to have a further understanding of the teaching resources data system. In order to conduct a research on the issues mentioned above, a literature review is done on theories of integration strategies as well as on vocational high school teachers’ understanding of the teaching resources data system. A self-designed questionnaire, entitled “A Study on Teachers’ Opinions about Constructing A Teaching Resources Data System: Taking Nangang Vocational High School as an Example”, is created based on what is reviewed. The questionnaires are given to teachers in Nangang Vocational High School to fill out, and the number of the teaching staff would be the denominator for this research. Among the 220 questionnaires that are given to teachers from 23 departments in this school, 188 copies of questionnaires are sent back, making the valid response rate as high as 85. 45 % The questionnaires, along with other related information, are analyzed through frequency distribution, percentage, mean, standard deviation, T-test, and One-Way ANOVA. The main conclusions from the analyses are as follows： 1. All teacher respondents think it necessary to have a database system that integrates teaching resources in vocational high school. They also think that the interface for operating the teaching resources data system should be user-friendly. Besides, most of the respondents share the same opinion that the establishment of a teaching resources data system will be a future trend when they answer the three questions concerning the issue. 2. All teacher respondents think that teachers’ low cooperation and difficulty of establishing such a data system could be the possible problems for integrating the teaching resources in vocational high schools. However, more respondents hold an uncertain attitude when they answer the two questions concerning whether teachers’ individualism could pose a negative influence on the establishment of teaching resources data system. 3. All teacher respondents have a more positive attitude towards the functions and services that a teaching resources data system can offer, which includes: management of students’ grades, online test questions database on demand, format of lesson plans, full-time maintenance technicians, sub database, reply service, localized/regional industry and university cooperation, integration of teaching resources database, model of theme teaching, level of difficulty on test questions, a specific folder for excellent works, information search function, guided tour of the major database framework, introduction of the teaching units, access for teachers to students’ learning process, etc. 4. All teacher respondents think that the authorities concerned should provide necessary assistance and feasible solutions in terms of overcoming the difficulty of establishing a teaching resources data system, protecting the intelligence property right/copyright, hiring full-time maintenance technicians, etc. Key phrases：vocational high school, teaching resources data system, establish, mode

碩士<br>中原大學<br>資訊管理研究所<br>107<br>This study improves the scoring mechanism of the Task-Oriented dialogue system, the goal is to improve the context of the dialogue system, including natural language processing, natural language understanding, and dialog state tracker module. Make the dialogue system more accurate find best response sentences, experiment with a mechanism similar to the teacher scoring mechanism. dialogue system can communicate with the machine and can be divided into Task-Oriented and Non-Task-Oriented, this study explores task orientation. Previous research has shown that Computer Assisted Instruction is effective for language learning, can assist teachers help learners enhance English speaking ability, simulate conversation situation, after the learners continuous to practice, improve conversational fluency and confidence. This study developed a system of Task-Oriented dialogue assisted language learning, Rule-based model design, provides learners with a game-based learning experience. Dialogue tree is designed by a professional English teacher, contain food, transportation, etc., scripts. Learners can easily talk to the system, because this study, imported a language model into dialogue management module. When the learner say different sentences will get different responses and scoring. This study proposes three different ways to predict scores, and evaluation is similar to teacher scoring. The research target is a college student in Chung Yuan Christian University, Department of Applied Linguistics and Language Studies, using the three-stage teaching steps proposed by Willis in 1996. Make the learner familiar with the system and task description before the teaching experiment, the teacher is the observer during the experiment, after the task is over, the learner will get a rating from the system and the teacher. This study proposes three different ways to scoring mechanism, evaluation method includes Root Mean Squared Error and Mean Absolute Error. minimum Mean Absolute Error is system scoring, but minimum Root Mean Square Error is the machine learning prediction scores. The contribution of this research is to developed a Task-Oriented dialogue assisted language learning system, it is not limited by time and place, according to this framework, can develop systems for other language learning.

碩士<br>南榮科技大學<br>工程科技研究所碩士班<br>106<br>This study is aimed at the development of teaching management system by using the Prototyping Model. Based on the functional analysis of the practical needs for elementary school IT education teaching scene and a webpage technique combined with IT data-base management, a web site was designed and established on World Wide Web. The Prototyping System was continuously evaluated and modified by the program developer and the users,until the system program was finally well established. While instructors use this system program on the teaching management, it will immediately reveal students' learning progress,class rules and equipment maintenance through the portability and convenience of the mobile devices, such as the PC computers in the lab, tablets, smart phones and so on. It provides instructors a more convenient teaching environment, and instructors can focus on their teaching and enhance the teaching effects. According to the status of different users, this management system provides two functional interfaces, Teachers' End and Students' End. Teachers' End provides all kinds of corresponding functions for instructors and system setting. Instructors can immediately record students' learning progress, operate multiple assessments, and also manage the functions for instruction progress, students' term grades, learning progress, class rules and honor system. On Students' End, it provides the functions such as the contents of the curriculums and the inquiry about individual learning progress and honor system. We find that this teaching management system surely gives instructors a lot of benefits on PC Classroom Management in elementary school. It not only brings up students' learning interest but also enforces students' good performance in class. Students are willing to obey the class rules themselves in the PC classroom and greatly lessens the burden of PC classroom management.

碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>97<br>With the aim of this study is to examine the effects of Knowledge structure-based computerized dynamic assessment and adaptive diagnostic testing on the promotion of decimal multiplication for the elementary fifth graders. The researcher also analyzes different ways of dynamic assessment so that the performance of different level students will be revealed. There are approximately 195 students participating in this study. Sixth classes are divided into three groups. Three groups accept different types of dynamic assessment to examine. After examination three groups accept standard test, the results of exams will be analyzed and compared. So as to observer can realize the rates of passing items and the comprehension of students for decimal multiplication. The results are as follows. a. Both computerized dynamic assessment and computerized remedial instruction system can promote the abilities of students in dealing with the questions of decimal multiplication. b. As to correct ration of decimal multiplication items, there are significant difference between controlled group and experimental group. c. After the interference of dynamic instruction during the exam, there are significantly differenct between controlled group and experimental group in correcting ration of decimal multiplication items. The result shows that the experimental group is apparently superior to the controlled group.

碩士<br>義守大學<br>生物醫學工程學系碩士班<br>94<br>In general, with a medical ultrasound system we can only observe the imaging result. But, we cannot understand the quantity of the signal physical change from the medical ultrasound system. In this thesis, we propose an ultrasound imaging system that has the distinction of low cost and flexibility. Besides, this proposed system will be used as a teaching tool and a research system. Up to now, the software module for the ultrasound signal composition and the initial hardware construction designing has been completed in this thesis. As a next step, we integrate the software and the hardware into an ultrasound imaging system. The equipment of hardware includes a moving platform, a servomotor, a servo motor driver and self-built circuits. The software part was built using Visual C ++. The process of image utilizes a display card, an analog input card, and an analog output card, to perform signal transmission or reception. The display of the ultrasound signal, the parameter control panel of the motor and the imaging display are displayed simultaneously on the personal computer monitors. The initial results show that the system can effectively show to the user the correlation between the changes of the signals and the ultrasound images. On the other hand, the transducer system and the moving platform can provide a basic tool for future research.

碩士<br>淡江大學<br>教育政策與領導研究所碩士班<br>100<br>Title of Thesis: Total pages:110 A study on the system of teaching assessment in universities in Taiwan. Key words: Education evaluation, education assessment, feedback from courses, evaluation system Name of Institute: Higher Education Division, Graduate Institute of Educational Policy and Leadership, Tamkang University Graduate date: July, 2012 Degree conferred: M. Ed. Name of student: Tzu-Yan Huang Advisor： Dr. Ying Chan 黃子嫣 楊瑩 博士Abstract: This paper mainly, via adopting the methods of document analysis, comparative studies, and interviews, to explore the systems of teaching assessment in universities in Taiwan. Four universities, namely, National Taiwan University、National Taiwan Normal University、Tamkang University、Soochow University are chosen as examples of this study for the interview. The main purposes of this study includes: 1.Investigating the start and development of the establishment of education evaluation systems in general universities in the countries. 1.Comprehending education evaluation systems established in different universities. 2.Focusing on education evaluation systems of specified schools and analyse education evaluations or contents of education criteria of those. 3.Understanding problems faced during the practice of education evaluation in specified schools and resolutions taken. 4.Concluding results of research and propose suggestions as reference for later improvements on education evaluation systems. Conclusions of this research are as follows 1.The significance of education evaluation is being more concerned as more attention is paid to the quality of higher education. 2.The difference in when education evaluation come into effect in different universities. 3.All universities have carried out education evaluation under certain policies of the Ministry of Education, and the results of that are made as references for teachers’ evaluations. 4.Comparative analysis of education evaluations of the four specified universities. Similarities (1)Midterm evaluations and end of term evaluations are included in all four universities, but midterm evaluations are mainly used as references by teachers for improving their education methods. (2)Education evaluation sheets in all four universities differ from course to course with different students. (3)All four universities’ education evaluations are not compulsory for their students. Students could choose to fill in or not. This led to lack of evaluations. (4)Completion of evaluations by students may be taken in consideration when analysing collected evaluations. (5)Applications of statistical data taken from education evaluations of all four universities are mainly the same. (6)Assistance measures are provided to teachers that are being evaluated poorly in all four universities. Differences (1)Methods of implementing education evaluation are not the same in all four universities. (2)Ways for increasing completion of education evaluation of all four universities are not the same. (3)Assistance measures provided to teachers who are evaluated as not that satisfactory are not the same in all four universities.