本研究以南投縣偏鄉地區一所國小四升五年級學習低落學生為研究對象，人數共5人。旨在探討教師運用82年版國小數學教材，於國小四升五年級學童於四年級數學「等值分數」補救教學的教學歷程，探討學生學習分數相關概念遭遇的困難及解題策略。本研究規劃了數學「等值分數」概念課程，以多元表徵、對話教學等鷹架策略為主要教學策略，由研究者擔任教學者，進行為期七天，每天二堂課的補救教學活動，由研究者針對個別學生數學分數概念與解題策略，進行個別化的補救教學，進而提升學生學習的成效。 本研究以質性為主進行資料分析。研究者依據九年一貫課程綱要中年級分數概念的能力指標設計前測卷，對五位五年級學童進行施測，診斷分析學童可能的學習困難，再依據82年版課程教材教學活動進行個別的補救教學計畫。在七天的補救教學後進行後測，並以課中與課後之學習檢核表、教學省思記錄、學生心得回饋及訪談等質性資料探討補救教學實施的歷程以及成效。經上述行動研究後獲致下列研究結果:(一)學童在補救教學之後，等值分數概念有明顯的進步。(二)透過多元表徵-畫圖與對話教學，能提供有效的鷹架，有助於學生釐清迷思，了解等值分數相關概念。(三)運用82年版國小數學教材，於五年級學童等值分數概念「等值分數」的補救教學，能提高學習成效，表現分數有顯著提升。 This study takes five students of an elementary school in a rural area of Nantou County as the objects of study. These students are facing the problems of low learning capacity. The purpose is to look into the remedial teaching process of teachers using the 1993 edition of elementary school mathematics textbooks to teach the “equivalent fractions” for fourth graders going on to the fifth grade, and explore the difficulties the students face in learning the mathematic fractions and the problem solving strategy. This research scheduled a mathematics curriculum of the “equivalent fractions” concept, featured with the scaffolding strategies such as multiple representations and dialogue teaching. The author of this paper served as the teacher for a 7-day remedial teaching with two sessions each day. One-on-one remedial teaching of the mathematic fraction concept and problem solving strategy was given to enhance the students' learning capacity. This research took qualitative data analysis. The author designed a pre-test exam based on the ability indicators set in the Grade 1-9 Curriculum Guidelines for the fraction concept of middle graders, and the test was given to fifth graders in order to analyze learning difficulties the students may face, and then one-on-one remedial teaching was given to the students based on the 1993 edition of curriculum and teaching materials. After seven days of the remedial teaching, a post-test was given, and qualitative data such as in-class and after-class learning checklists, teaching reflection records, student feedback and interviews were used to explore the remedial teaching process and its efficacy. Through the above action research, the following results have been reached:(1) After receiving the remedial teaching, the students made significant progress on the concept of equivalent fraction.(2) Multiple representations such as drawing and dialogue teaching can provide effective scaffolding schemes to help students clarify their myths about equivalent fraction and get a clear concept.(3) Using the 1993 edition of elementary school mathematics textbooks for the remedial teaching of “equivalent fraction” for fifth grade students can significantly improve the students' learning capacity.
