以萬用揭示板融入國小三年級公斤和公克單元對學童問題解題表現之研究 = The Study of Integrating Magic Board into Teaching the Unit of Grams and Kilograms on Third Grade Students’ Performance

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題名:
以萬用揭示板融入國小三年級公斤和公克單元對學童問題解題表現之研究 = The Study of Integrating Magic Board into Teaching the Unit of Grams and Kilograms on Third Grade Students’ Performance
著者: 黃浚敏
國立臺南大學應用數學系碩士班
主題: 萬用揭示板重量公斤和公克數學態度虛擬教具; MagicBoard weight gramsandkilograms Mathematicsattitude virtualmanipulatives
描述: 本研究主要目的在探討以萬用揭示板融入公斤和公克單元教學，對國小三年級學生的數學解題表現與學習態度之影響，及瞭解不同程度學生在解題上的差異情形。研究者以質量混合的研究設計，以國小三年級數學公斤和公克為實驗單元，設計教程，臺南市仁德區某國小三年級二個班共47位學生做為研究對象，分為實驗组和控制組，進行教學實驗。在教學實驗前，實驗組學生先接受宋藍琪（2007）的數學態度量表前测，在教學實驗結束後兩組學生接受數學解題表現測驗，實驗組學生同時接受數學態度量表的後測，同時也對實驗組學童進行半結構性晤談蒐集質性資料。研究結果如下：一、國小三年級學童在公斤和公克概念數學解題表現測驗之結果各有差異：以全體受試樣本分析或是以實驗組跟控制組學童分析：表現最佳題型為「公斤和公克的換算與比較」題型；表現最差題型為「重量的計算」題型。二、以萬用揭示板融入公斤和公克教學與傳統講述教學，對國小三年級學童在公斤和公克概念數學解題表現測驗上沒有顯著差異。三、以萬用揭示板融入公斤和公克教學對國小三年級學童在數學學習態度上沒有顯著差異。四、以萬用揭示板融入教學後，不同程度之國小三年級學童其解題表現具有差異性：不同程度學童能正確理解「認識公斤和公克」、「重量的計算」基礎題、「公斤和公克的換算與比較」題型題意，並能讀出關鍵句子，指出正確答案；高程度學童對於題目的延伸能力很好；中程度學童作答時記得「重量的實測和估測」題型最小刻度的學習過程；低程度學童完全不記得「重量的實測和估測」題型最小刻度的意思。.
The main purpose of this research was to investigate the Magic Board into teaching to understand the effects of learning performance and attitude among the third graders for the concept of grams and kilograms in mathematics. Meanwhile, we want to know the differences between problem-solving abilities of students of different levels of achievement. Both quantitative and qualitative methods were utilized to collect and analyze the data in this study, focusing on the curriculum design to teach the concept of grams and kilograms for the third graders. The study groups were the 47 students of two third grade classes in a public elementary school in Rende District, Tainan City. The students were categorized into the Experimental Group and the Control Group. Prior to the experiments, pre-tests with The Math Attitude Scale by Sung (2007) were given to the experimental group students. After the teaching experiments, the two groups of students received the post-experiments tests with Grams and Kilograms Math Achievement Test. Students in the experimental group also received the post-experiments tests with The Math Attitude Scale. Moreover semi-structured interviews were conducted for the experimental class to further collect the qualitative data. The conclusions of this research were in the following: 1.Third grade's performance of solving Grams and Kilograms Math Achievement Test was difference: All the samples were analyzed or analyzed with the experimental group and the control group: the best performance type is kilograms and grams of conversion and comparison; the worst performance type is calculation of weight. 2.Comparing leading in magic board into the concept of grams and kilograms teaching with traditional teaching, there were no significant difference between the experimental class and the controlled class on their performance of solving Grams and Kilograms Math Achievement Test. 3.Students' attitudes towards learning mathematics in the experimental class w
出版者: 碩士論文--國立臺南大學應用數學系碩士班.105學年度
建立日期: 民106[2017
格式: vii,137面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

以萬用揭示板融入國小三年級公斤和公克單元對學童問題解題表現之研究 = The Study of Integrating Magic Board into Teaching the Unit of Grams and Kilograms on Third Grade Students’ Performance

黃浚敏國立臺南大學應用數學系碩士班民106[2017

正在檢索遠程資料庫，請稍等

以萬用揭示板融入國小三年級公斤和公克單元對學童問題解題表現之研究 = The Study of Integrating Magic Board into Teaching the Unit of Grams and Kilograms on Third Grade Students’ Performance

黃浚敏 國立臺南大學 應用數學系碩士班 民106[2017

正在檢索遠程資料庫，請稍等

黃浚敏國立臺南大學應用數學系碩士班民106[2017