行動學習結合數學解題歷程對於國小三年級學生數學學習成效之影響 = The effect of mobile learning and mathematical problem solving processes on the math learning achievement for third graders

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題名:
行動學習結合數學解題歷程對於國小三年級學生數學學習成效之影響 = The effect of mobile learning and mathematical problem solving processes on the math learning achievement for third graders
著者: 李慶志
國立臺南大學教育學系課程與教學碩博士班
主題: 數學態度數學學習成就數學解題歷程行動學習; Mathematics achievements Mathematical Problem Solving Mobile learning Mathematical attitude
描述: 數學解題歷程可以有效幫助學生解決數學文字題，尤其在面臨靜態紙本的呈現和課本單元的限制，如呈現多步驟、多元解題或是合作討論等更是有難度，因此本研究將借助行動學習的互動學習特性，以教學平臺做為作為數學解題的引導，用以探討行動學習結合數學解題歷程教學模式對學生在數學學習成效、及數學態度之影響。本研究以行動學習結合數學解題歷程教學進行研究，採用準實驗研究，以臺南安南區某國小的三年級2個班級51名學生為實驗對象，一個班24人為實驗組，進行行動學習結合數學解題歷程教學；另外一個班級27人為控制組，進行傳統紙本講述數學教學。實驗研究每週2節課，共10週，教師於學習拍2.0教學平臺設計「乘除法文字題」的數學解題歷程步驟，並以合作討論和錄影分享的行動學習方式進行。實驗教學前兩組學生均接受數學學習成就前測和數學態度量表前測，實驗教學後接受數學學習成就和數學態度量表後測，並進行實驗組個案訪談以瞭解學生、家長和教學者對行動學習結合數學解題歷程教學的意見和看法。得到本研究的研究結論如下：一、行動學習結合數學解題歷程教學與傳統紙本講述教學的學生對於國小三年級學生數學學習成就有顯著差異。二、行動學習結合數學解題歷程教學與傳統紙本講述教學的學生在數學態度上有差異。三、實施行動學習結合數學解題歷程教學之後，學生、教學者和家長三方皆對行動學習結合數學持著正向看法。.
The math problem-solving process was one essential factor of mathematical learning, mathematics application problems especially. It is difficult for students handle the restriction from traditional textbooks, such as multi-step mathematics application problems or cooperation discussion. Hence, the study will investigate the influence of students’ learning effects and learning attitudes by the learning program which combined the characteristics of mobile learning and the mode of the math problem-solving process via learning management system (LSM) of Ministry of Education of Taiwan. The researcher adopted a quasi-experiment pre-test/posttest control group design in the study. The participants were third grade students in elementary school. Randomly, one class was assigned to the experimental group, and the other was assigned to control group. In total, 51 students age 9-10 participated in the study. The course was taught for eighty minutes for each class and the total course included 10 classes. The subject of mathematics application problems in the study is multiplication and division. The main findings were as follows: 1.The achievements of mobile learning combined with the course teaching of mathematical problem solving processes were different for the achievements of mathematics learning in the third grade. 2. There were differences in the learning attitude of students who combined the course of mobile teaching of mathematical problem solving processes with traditional teaching of mathematics. 3. After the implementation of mobile learning combined with the course of mathematics problem solving processes teaching, students, teachers and parents all hold a positive view of mobile learning combined with mathematics..
出版者: 博士論文--國立臺南大學教育學系課程與教學碩博士班.
建立日期: 民109[2020]
格式: 200葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

行動學習結合數學解題歷程對於國小三年級學生數學學習成效之影響 = The effect of mobile learning and mathematical problem solving processes on the math learning achievement for third graders

李慶志國立臺南大學教育學系課程與教學碩博士班民109[2020]

正在檢索遠程資料庫，請稍等

行動學習結合數學解題歷程對於 國小三年級學生數學學習成效之影響 = The effect of mobile learning and mathematical problem solving processes on the math learning achievement for third graders

李慶志 國立臺南大學 教育學系課程與教學碩博士班 民109[2020]

正在檢索遠程資料庫，請稍等

行動學習結合數學解題歷程對於國小三年級學生數學學習成效之影響 = The effect of mobile learning and mathematical problem solving processes on the math learning achievement for third graders

李慶志國立臺南大學教育學系課程與教學碩博士班民109[2020]