利用數學同儕鷹架教學成效之探討—以二年級乘法(二)為例 = Investigate the effectiveness of the use teaching of mathematical peers scaffolding— take second-grade multiplication as an example

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題名:
利用數學同儕鷹架教學成效之探討—以二年級乘法(二)為例 = Investigate the effectiveness of the use teaching of mathematical peers scaffolding— take second-grade multiplication as an example
著者: 王于卿
國立臺南大學應用數學系碩士在職專班
主題: 鷹架學習同儕教學乘法; multiplication scaffolding learning peer teaching
描述: 本研究的目的是探討國小二年級學生在學習乘法概念時，在教學互動上是否具有較佳的學習遷移效果，經由「數學同儕鷹架」學習中，低程度學童是否能透過高程度學童的先學習再內化的過程，強化自己的後設認知與邏輯思考，增進其面對問題情境時獨立解題的學習成效，並具保留效果。研究過程以台南市105學年度兩班二年級的學童為主，實驗班為同儕教學，蒐集期中考數學科紙筆測驗分數，經過獨立樣本t檢定分析後，挑選出學童的學習起點與實驗班相近的一個班級做為對照班。兩班分別經過5堂課的教學後，各對實驗班及對照班施以乘法(二)單元後測，後測成績經由研究者以SPSS統計軟體進行分析數學同儕鷹架學習是否優於傳統教學。在後測後的兩星期，再與實驗班進行延後測。並將實驗班的後測及延後測使用SPSS統計軟體分析數學同儕鷹架學習對學生的學習是否具有保留效果。本實驗的結果如下：一、實驗班透過數學同儕鷹架教學後，後測的平均成績高於對照班。實驗班的成績較集中，代表實驗班的學生學習成就差異較對照班小。後測成績分數組距，數學同儕鷹架教學方式對低程度的學生效果特別好。二、實驗班後測與延後測的平均成績，顯示後測與延後測之間並無差異，代表以同儕鷹架教學方式進行乘法(二)的教學後，對實驗班具有一定的保留效果。經過兩星期後，低程度學童在延後測時成績有所提升，代表低程度學童經過同儕鷹架教學後保留效果佳。三、透過同儕鷹架教學方式進行乘法(二)的教學後，女生的成績明顯高於男生，女生的成績較集中，代表女生的學習成就差異較男生小。延後測的資料中，男生與女生平均成績經過2星期，女生的成績仍明顯高於
The purpose of this study is to explore whether the students of 2nd grade in elementary school are being better learning transfer effect on the teaching interaction when learning the mathematical peers scaffolding. Whether the students of 2nd grade in elementary school can learn through 'math peer scaffolding' First learn the process of re-internalization, strengthen their own cognitive and logical thinking, and improve the learning outcomes of independent problem-solving in the face of the problem situation, with a retention effect. The study was conducted mainly in Tainan City for the 105th grade of Tainan for two classes of Junior sophomores. The experimental class was a peer-to-peer teaching program. The exam scores of the middle school exam subjects were collected. After independent sample t-exam analysis, Select a student's learning starting point and a class similar to the experimental class as a control class. After two classes were taught over 5 classes, each pair of experimental class and control class was multiplied (2) Unit post-exam and post-exam scores were analyzed by SPSS statistical software by researchers. Is mathematical peers scaffolding learning better than traditional teaching? Two weeks after the exam, the experimental class is postponed. And the post-exam and postponed exam for the experimental class using SPSS statistical software to analyze the mathematical peers scaffolding learning has the effect of preserving the students' learning. The results of this experiment are as follows: First, the experimental class through mathematical peers scaffolding, after the exam average score higher than the control class. The score of the experimental class is more concentrated, indicating that the difference in the learning achievements of the experimental class is smaller than that of the control class. Post-exam score, scores, teaching of mathematical peers scaffolding is particularly effective for low-level students. Second, t
出版者: 碩士論文--國立臺南大學應用數學系碩士在職專班.106學年度
建立日期: 民107[2018]
格式: [xi] ，35葉 : 圖；表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

利用數學同儕鷹架教學成效之探討—以二年級乘法(二)為例 = Investigate the effectiveness of the use teaching of mathematical peers scaffolding— take second-grade multiplication as an example

王于卿國立臺南大學應用數學系碩士在職專班民107[2018]

正在檢索遠程資料庫，請稍等

利用數學同儕鷹架教學成效之探討—以二年級乘法(二)為例 = Investigate the effectiveness of the use teaching of mathematical peers scaffolding— take second-grade multiplication as an example

王于卿 國立臺南大學 應用數學系碩士在職專班 民107[2018]

正在檢索遠程資料庫，請稍等

王于卿國立臺南大學應用數學系碩士在職專班民107[2018]