透過數學遊戲對國小三年級學童進行加減單元補救教學之研究

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題名:
透過數學遊戲對國小三年級學童進行加減單元補救教學之研究
著者: 李世芬; Li, Shi-fen
孫新民; Hsin-Min Sun; 數學教育學系教學碩士班
主題: 數學態度; 補救教學; 加減; 數學遊戲; remedial instruction; Addition/Subtraction; Mathematics game
描述: 本研究的主要目的，在於探討與分析教師做數學補救教學後，對於國小學童在加減成就的影響、數學學習態度的改變、數學課程的接受程度。本研究先進行加減成就測驗前測，按成績篩選出60位中分組及低分組學童，採S型分組方式平分成實驗組及控制組，分別施予遊戲式補救教學和傳統式補救教學，並於補救教學後進行後測，藉以探討遊戲式補救教學的成效；之後再針對兩組學童進行延後測，進一步探討補救教學的延宕效果。此外，在補救教學前、後讓學童填寫數學態度量表，用以分析學童數學態度的轉變情形。最後，再讓實驗組學童填寫回饋問卷，透過問卷來分析學童對於遊戲式補救教學的接受程度。研究結果如下：1. 兩組學童後測成績上的差異：經過補救教學後，兩組學童的數學成就皆有顯著的提升，但兩組後測獨立樣本 t 檢定也達顯著差異，顯示實施遊戲式補救教學成績優於接受傳統式補救教學的控制組。2. 兩組學童延後測成績上的差異：實驗組學生在加減成就測驗的延後測成績有顯著的延宕效果，而控制組的學生則否。3. 遊戲式補救教學不論後測、延後測，各類型題目的答對率明顯優於傳統式補救教學。4. 在數學態度方面：接受數學遊戲教學法補救教學之學童，在數學態度上有明顯改善。5. 學童對於遊戲式補救教學的接受程度：學童喜歡這樣的上課方式，對於六個遊戲的回饋都是屬於正向、滿意的。
The main purpose of this study is to explore and analyze the influence of the achievement of the addition/subtraction unit, attitude towards study of mathematics and degree of accepting of mathematics course to the elementary students after a teacher employs mathematical game-based remedial instruction. The study conducted pre-test, post-test, postpone-test and questionnaire survey to determine program effectiveness. The pre-test selected 60 students of medium and poor performances and divided them into experimental and control group by S-shape grouping method. They received game-based and traditional remedial instruction respectively. The post-test evaluated the effectiveness of the game-based program. After six weeks after the program ended, a postpone-test was conducted to the experimental group to determine the long-term effectiveness. The Math Attitudes Scale survey was given to all subjects prior and after the program to analyze attitude changes. A feedback questionnaire was given to the experimental group.The results of study are as follows: 1. The difference on the post-test of two groups of pupils: After employing mathematical remedial instruction, the mathematics achievements of two groups of pupils all have apparent improvement. The Independent Sample t-Test shows that it has significant differences between the two groups. The achievement of the experimental group is better than the control group’s. 2. The difference on the postpone-test of two groups of pupils: The postponing effect of the experiment group is significant, but the control group’s is not. 3. Game-based remedial instruction is obviously superior to the traditional remedial instruction in the correct probability of the post-test and the postpone-test. 4. The attitude towards mathematics : The pupils accepting the game-based remedial instruction have obviously improvement in the mathematics attitude. 5. The degree of accepting of the pupils accepting the game-based remedial instruction : the pupils like this way of the game-based remedial instruction, the feedbacks of the pupils to the six games are positive and satisfied.
碩士
建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3431
資源來源: NUTN IR

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透過數學遊戲對國小三年級學童進行加減單元補救教學之研究

李世芬; Li, Shi-fen 孫新民; Hsin-Min Sun; 數學教育學系教學碩士班 2008

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