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數學步道對八年級學生學習因式分解成就之研究

蘇恭弘; Su, Goung-Horng 黃建中; Huang, Chien-Chung; 應用數學系碩士班 2014

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  • Title:
    數學步道對八年級學生學習因式分解成就之研究
  • Author: 蘇恭弘; Su, Goung-Horng
  • 黃建中; Huang, Chien-Chung; 應用數學系碩士班
  • Subjects: 數學態度; 因式分解; 數學步道; Mathematical attitudes; Factorization; Mathematics trail
  • Description: 本研究旨在探討數學步道融入八年級因式分解的教學，對學生學習因式分解成就的影響。研究者採質量並重的研究設計，量的部份，全體樣本完成因式分解學習成就測驗，以比較實驗組與控制組的學習表現，接下來比較實驗組學生在實驗教學前後的數學學習態度量表是否具有差異，最後針對實驗驗組高中低分組學生做更深入之質性晤談分析。 本研究採用準實驗研究法，以台南市偏遠地區某國中之國二學生為實驗組，推動「數學步道」學習；以台南市偏遠地區另一所國中二年級學生為控制組，採一般教學法並適時與班級學生互動，2班學生共41人為研究樣本，完成研究者自編之「因式分解學習成就測驗」，並採用宋藍琪(2007)的數學態度量表，對實驗班作前、後測，以SPSS 21.0為統計工具，透過描述性統計、獨立樣本t檢定、成對樣本t檢定等方式分析量化資料，也對實驗班學生進行半結構式晤談蒐集質性資料，以質量並重方式分析報告研究結果，整理如下：一、八年級學生在接受數學步道教學法之後因式分解表現概況不同，高分群與低分群學　　生的表現，高低落差很大，學習雙峰的現象頗為明顯，實驗組的學生學習成就表現　　優於控制組，此外對於基本概念如「一個未知數，全部提出公因式」、「兩個未知 數, 分組提出公因式」、「乘法公式」…表現不佳，顯示學生對於因式分解的基本 概念尚不清楚。二、八年級學生在接受數學步道融入因式分解教學(實驗組)與一般教學法(控制組)，對於 學生在因式分解學習成就測驗上有明顯的影響。三、八年級學生在接受數學步道教學法後， 學生在數學學習態度上具有顯著差異。四、在比較實驗組不同程度學生在接受數學步道教學法後，發現以下幾點：　　(一)高中低三組學生對於數學步道教學法均表肯定。 (二)若遇到同學有不同的想法時會試著解決，別人的想法不同時，可以接受不同人 的想法。表示藉由數學步道的實施，可以增進學生尊重他人想法的機會。 (三)學生表示會去嚐試，而且會主動思考，如果有機會讓讓學生事先操作，當下次 遇到老師教這個內容時，印象會更深刻也會讓他們對學習的內容更有興趣。 最後，依據研究者在進行教學活動的過程中發現的問題，提出有關教學方面及未來研究之建議。
    The research was mainly to discuss the Effectiveness of Mathematics Trails in the Eighth Grade Students’ learning factoring. The researchers collected both the quality of the study design about the part of the amount completion of all samples factor learning achievement test. To study the performance of the experimental group and the control group. Then compare the experimental group of students before and after the experimental teaching of mathematics learning attitude scale whether there were differences. Finally, more in-depth analysis of the qualitative interviews experimental test group of high school students grouped low.This study used a quasi-experimental design, in remote areas of Tainan county, students in the experimental group to promote math trails learning, mining general pedagogy and timely interaction with students in class. 2 classes of 41 students were the study samples to complete the researcher’s factoring Achievement Test and at the same time we used Sung (2007) Mathematics Attitude Scale to do the pre- and post-test in the experimental class through descriptive statistics, independent t -test, paired t-test analysis of quantitative data , etc. Students in the experimental class also semi-structured interviews to collect qualitative data and analyze the report findings in both quality and quantity. Summarized as follows：1. Eighth graders show different performance profiles after accepting math trail teaching. The performance between the high score group and the low score group of students were very different. It meant the learning phenomenon was quite clearly bimodal and Students’ learning achievement of the experimental group was better than that of the control group. Besides that, students couldn’t really understand some basic concepts just like 「an unknown number，all proposed common factor」、「two unknown numbers，packet proposed common factor」、「Multiplicative Identities」It showed that students’ basic concepts of factorization were unclear.2. Grade 8 students accepted mathematics trails teaching (experimental group) better than general teaching (the control group). For them, there was a significant impact on the factoring achievement test.3. After accepting math trails teaching method, Eighth graders showed significant differences in their attitude towards learning math.4. In comparing different levels of students in the experimental group after receiving teaching mathematics trails, we found the following:(1) Three groups of students for teaching mathematics trails expressed affirmation. (2) Students will try to solve any problems when they have different ideas from others. It means after teaching students mathematics trails, students can increase the opportunities to respect others’ ideas. (3) Students said they would try and take the initiative to think. If students have the opportunity to operate in advance, next time they will have a profound impression and it will also make them more interested in learning what the teacher taught. Finally, researchers conducted exit surveys to determine the problem of teaching activities, they raised and suggested some for future research related to teaching.
    碩士
  • Creation Date: 2014
  • Format: 121 bytes
    text/html
  • Language: 中文
  • Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/5795
  • Source: NUTN IR
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