本研究旨在探討國小四、五年級學童分數運算之錯誤類型，透過分析學童分數概念的學習與運算錯誤之情形，進一步了解學童學習分數的困難所在。第二章採用文獻分析法，以分數概念為基礎，企圖找出學童分數運算錯誤的原因。本研究發現：「學童分數運算錯誤的產生是由於對分數觀念存有迷思概念，研究者建議使用分數概念之診斷教學，來釐清學童的分數概念，來改正學童對分數概念的迷思。」我們將探討分數概念對分數運算錯誤所造成的影響。 第三章係以九十七學年度國民小學使用之「數學領域」教科用書為研究範圍。我們採大部分國民小學使用之教科用書版本：南一版、康軒版、部編版等三個版本。從這三個版本裡提出與分數相關的單元進行內容分析，特別著重各版本的設計理念、與能力指標之符合度。 We explore the error patterns of the fraction computation in the fourth and fifth grade students of elementary school, by the concept-analysis, computation of fraction and the error patterns, further understood the related difficulty of fraction. In chapter 2 we present document analysis, based on the concept of fraction, to attempt to find the source of errors in fraction computation. The findings of this paper are as follows:“The source of errors in fraction computation comes from misconception of fraction, we suggest to use diagnostic teaching of fraction concept, to clarify and to correct the misconception of fraction.”We also discuss the influence of errors in fraction computation due to fraction concept. In chapter 3 we use mathematics textbooks for elementary school of in 2008 as the range of research. We adopt textbooks of edition by majority of elementary school. From these editions, the method of “content analysis” is used at related fraction unit, especially on design rationale and match up to competence indicators.
