透過數學遊戲對國小四年級學童進行整數除法單元補救教學之研究

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題名:
透過數學遊戲對國小四年級學童進行整數除法單元補救教學之研究
著者: 王志仁; Wang, Chin-jen
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; 除法; 數學遊戲; math attitude; supplementary teaching; division; math game
描述: 本研究主要在探究國小四年級中、低程度學童在整數除法單元部分，接受數學遊戲補救教學後，其數學成就、解決除法問題能力、數學態度及對整數除法學習的接受程度是否有正向的改變。因此本研究先針對研究者任教學校四年級120學生進行成就測驗前測，依成績高低選出中、低程度學生共60位；平分為控制組、實驗組。控制組實施傳統直接式補救教學；實驗組實施數學遊戲式補救教學；實施時間為五週，各組每週兩節共十節。而在數學成就及解題能力方面實施成就測驗後測、延後測；數學態度部份則使用數學態度量表進行前、後測來分析數學態度的轉變；最後讓實驗組學童填寫回饋問卷，以此問卷來了解學童接受遊戲式補救教學後對此的接受程度及感受。本研究結果如下：1. 學童整數除法的數學成就：中、低學童在經過補救教學後測驗成績皆有顯著提升，而接受數學遊戲補救教學的學童比傳統式更有進步；數學遊戲補救教學具有延宕效果；補救教學前後兩組學童在各類型題目答對率接受數學遊戲補救教學的學童優於接受傳統式補救教學的學童。2. 學童的數學態度：利用數學遊戲的補救方式讓學生對數學的態度有顯著的改變而傳統補救教學並沒有，證明遊戲可吸引學生並提升學生的學習態度。3. 學童對遊戲式補救教學的接受程度：大部分的學童認為遊戲式補救教學過程是沒有壓力而且喜歡此上課方式，希望老師能夠用此方式來上課；而且幫助他們他們了解整數除法概念；大多數的學童對於五種遊戲的內容都能夠了解，並且都很喜歡遊戲的內容。
The study aims at understanding the achievement of 4th grade and other poor level elementary school students after implementing integer division remedial instruction via math games. Their capability for division, math attitude, and learning effects are also discussed.The objects were 120 students in the 4th grade of an elementary school where the pre-exam for learning achievement was carried out. According to the grades, 60 students of were chosen for our research. Two groups were created, i.e., 30 students in the control group and 30 in the experimental group. Traditional direct remedial instruction was instructed in the control group and remedial instruction via math games was conducted in the experimental group. The implementation period was approximately five weeks with two classes a week for each group. Their math achievement, capability of division, and learning effects were tested by post-exam and postponed-exam. Math attitude was tested by scales in both the pre-exam and post-exam to analyze the change in their attitudes. Questionnaires were used for students in the experimental group. The acceptance of math games in remedial instruction and their feelings were both analyzed.The study’s results are:1.Math achievement of integer division: there is a significant grade increase after the remedial instruction for middle and poor level students. Students who had the remedial instruction via math games achieved higher scores than students in the traditional teaching program. The intervention effect can be seen in the remedial instruction . Students who accept the remedial instruction via math games had more correct answers in integer division than students in the traditional teaching program.2.Math attitude: students experience a significant change after learning integer division via math games. It proves that games can improve their learning attitude. 3.Acceptance of remedial instruction via math games: most students like this method of teaching, because they love games and have no pressure while learning. It also gives them a clear idea of integer division and the content of the five games is easily understood.
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/987654321/3439
資源來源: NUTN IR

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透過數學遊戲對國小四年級學童進行整數除法單元補救教學之研究

王志仁; Wang, Chin-jen 孫新民; Hsin-Min Sun; 數學教育學系教學碩士班 2008

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