萬用揭示板融入國小五年級線對稱圖形單元對學童解題表現之研究 = The study of integrating magic board into line symmetry on the fifth graders’ problem-solving performance

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題名:
萬用揭示板融入國小五年級線對稱圖形單元對學童解題表現之研究 = The study of integrating magic board into line symmetry on the fifth graders’ problem-solving performance
著者: 黃志元
國立臺南大學應用數學系碩士班
主題: 線對稱圖形萬用揭示板國小五年級學童數學學習動機; line symmetry Magic Board fifth grade student motivation to learn mathematics
描述: 本研究旨在以萬用揭示板融入國小五年級線對稱圖形單元探討學童的解題表現與數學學習動機之影響，並進一步比較不同程度的學童在萬用揭示板融入數學教學後解題策略之差異。研究者採質量混合設計，隨機選取臺南市仁德區某國小五年級二個班共48位學童做為研究對象，採準實驗研究法分為實驗组和對照組進行實驗教學。在實驗教學後，兩組學童完成研究者自編之「線對稱圖形成就測驗」；另外實驗教學前後，實驗組學童還需完成改編自Tuan, Chin & Shieh(2005)的「數學學習動機量表」；實驗組學童在成就測驗後，依程度不同的學童，考量意願後，各選取兩名學童進行半結構性晤談蒐集質性資料。研究結果如下： 1. 國小五年級學童在線對稱圖形各類型解題表現不同，在成就測驗整體表現上，實驗班的學童在線對稱圖形單元的解題表現優於對照組。而兩組在「菱形的對稱」表現最佳；在「三角形線對稱圖形與四邊形的線對稱圖形」表現最差。 2. 使用萬用揭示板教學法與傳統講述教學法對於國小五年級學童在線對稱圖形的解題表現上沒有顯著差異。 3. 萬用揭示板教學法對於國小五年級學童在線對稱圖形單元的數學學習動機上沒有顯著差異。 4. 以半結構式晤談實驗組不同程度的學童在萬用揭示板教學法後所採用的解題策略表現上，高分組和中分組在各類型的表現比低分組要好。 5. 國小五年級學童對萬用揭示板教學法教學後的學習感受是感到有趣而且肯定的。.
The purpose of this study was to investigate the influences of integrating magic board into line symmetry on the fifth graders’ problem-solving performance and the motivation of mathematics learning. Furthermore, to compare their performance differences in the problem-solving strategies among different levels of fifth graders after integrating the magic board into mathematics teaching. The researcher adopted the mixed methodologies and randomly selected 48 students from two classes of the fifth grade in Rende District of Tainan City as the objectives of this research. According to quasi-experimental study, the experiment was divided into experimental and control groups for experimental teaching. After the experimental teaching, the two groups of students have to complete the “Line Symmetry Assessment Questions” designed by the researcher, before and after the experimental teaching, the experimental group of students were also required to complete the “ Students’ Motivation towards Mathematics Leaning” which designed by Tuan, Chin & Shieh (2005). After the assessment, select two different level of students to conduct semi-structured interviews in order to collect qualitative information. The results of the study are as follows: 1. The fifth grade students show different problem-solving performance in each type of line symmetry problem. In the “Line Symmetry Assessment Questions”, the experimental group in the line symmetry units performed better than the control group. Both groups performed well in the “symmetry of the rhombus” and performed worse in the “line symmetry of the triangle and the line symmetry of the quadrilateral”. 2. There was no significant difference in the problem-solving performance of the line symmetry among the fifth grade students by integrating magic board into the line symmetry teaching with traditional teaching. 3. After integrating magic board into the line symmetry teaching, there was no significant di
出版者: 碩士論文--國立臺南大學應用數學系碩士班.
建立日期: 民107[2018]
格式: 194葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

萬用揭示板融入國小五年級線對稱圖形單元對學童解題表現之研究 = The study of integrating magic board into line symmetry on the fifth graders’ problem-solving performance

黃志元國立臺南大學應用數學系碩士班民107[2018]

正在檢索遠程資料庫，請稍等

萬用揭示板融入國小五年級線對稱圖形單元對學童解題表現之研究 = The study of integrating magic board into line symmetry on the fifth graders’ problem-solving performance

黃志元 國立臺南大學 應用數學系碩士班 民107[2018]

正在檢索遠程資料庫，請稍等

黃志元國立臺南大學應用數學系碩士班民107[2018]