數感動態評量融入數學科教學之行動研究

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題名:
數感動態評量融入數學科教學之行動研究
著者: 劉琪玲; LIU, CHI-LIN
謝淡宜; 教師在職進修數學碩士學位班
主題: 行動研究; 動態評量; 數感; action research; dynamic assessment; number sense
描述: 本研究旨在將數感動態評量融入現行學校的數學科教學中，以檢視其教學效益，並探討學生數感能力的改變情形。本研究為準實驗研究，以研究者任教的四年級班級為實驗組，同校同學年的其它一個班級為控制組，進行為期2個月數感動態評量之行動研究。其中動態評量包含了教學與評量二部分：教學介入以「單元主題小組討論」與「個人學習單後續討論」二活動交叉進行；教學評量亦從量與質二方面著手，一是透過連續數次的個人學習單予以量化，以記錄學生數感能力的改變，另一則以學生的小組討論記錄單與個人學習單，為學生的數感能力改變歷程作質化的呈現。研究中並利用自編的數感能力測驗作為教學前、後測，以比較實驗組與控制組二組學生數感能力是否有所差異。茲將主要結果摘述如下：一、數感動態評量具有教學效益：經過相依樣本t考驗，實驗組的後測成績明顯高於前測成績；以單因子共變數分析，實驗組後測成績也明顯優於控制組後測成績。二、學生在數感動態評量過程中，數感能力在量方面的改變：經過相依樣本t考驗，每單元的連續5張個人學習單幾乎均有明顯進步。三、學生在數感動態評量過程中，數感能力在質方面的改變：學生的概念變得強化，思考變得靈活，策略變得多元。在「分數的加減」、「除法」、「小數的加減」、「統計圖表」四個單元中，不僅能連結生活經驗、掌握數字的基準點作有效的估計、真正內化大數意義、彈性運用策略或工具解題，並能依不同情境作合理判斷，把數學帶入實際生活中。
The purpose of this study was to integrate dynamic number sense assessment (DNSA) in mathematical instruction to investigate the transferring process in number sense ability for fourth graders. This study was a quasi-experimental study. The subjects were fourth graders in 2 classes. One class was assigned to the experimental group, and the other class was assigned to the control group. DNSA was conducted for a period of two months. DNSA included two parts — instruction and assessment. The instruction interlaced both “group discussion on unitized topic” and “subsequent discussion of individual’s worksheet”. The assessment was also conducted from two aspects — quantity and quality, in which one was to record the change in number sense ability of students through quantification of continuous individual’s worksheet, the other was to show the qualitative transferring process of students’ number sense ability by use of students’ group discussion record and individual worksheet. This study also adopted a number sense test (NST) for pre-test and posttest to differentiate students’ number sense ability in experimental group and control group. The major findings were summarized as the followings. 1. The instruction effect of the DNSA came off well: after paired- sample t-test, the performance of post-test for experimental group was significantly higher than that of pre-test; after one- way analysis of covariance, the performance of post-test for experimental group was also significantly superior to that of the control group. 2. The quantitative change in DNSA toward students: After paired-sample t-test, the individual’s continuous worksheets of each unit almost had significant progress. 3. The qualitative change in DNSA toward students: the students’ concept was enhanced, their thinking became more flexible, and their strategies became more diversified. The students were not only able to solve the questions by linking their life experiences, flexibly making effective estimation with benchmark, and flexibly utilizing strategies or tools, and real internalized large number; they also were able to bring mathematics into daily life through reasonable judgment based on different circumstances.
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建立日期: 2002
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4955
資源來源: NUTN IR

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數感動態評量融入數學科教學之行動研究

劉琪玲; LIU, CHI-LIN 謝淡宜; 教師在職進修數學碩士學位班 2002

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