透過合作學習並配合等值分數引入「異分母分數加減」教學之研究

傳送到

題名:
透過合作學習並配合等值分數引入「異分母分數加減」教學之研究
著者: 王惠真; Wang, Hui-Chen
謝碧雪; Shieh, Bih-Sheue; 應用數學系數學科教學碩士班
主題: 學習歷程; 學習興趣; 合作學習; Learning interests; Cooperative learning; Learning Process
描述: 本研究旨在探討透過合作學習並配合等值分數引入「異分母分數加減」的教學，對學生之數學學習成效、學習保留成效、數學學習興趣及學習歷程的影響。透過皮亞傑認知理論與合作學習相關文獻的分析，以準實驗研究法的方式，對國小五年級的學生施以合作學習並配合等值分數的教學。研究者以臺南市東區兩班五年級學生共60名為實驗對象，其中實驗組30 人，接受合作學習並配合等值分數的教學；控制組30 人，接受「一般傳統數學教學」。進行十節課的教學研究。研究工具包含「數學學習成就測驗」、「數學學習興趣量表」等。依據資料的性質分別採用量化統計與質性分析的方式，進行分析。茲將主要結果摘述如下：一、透過合作學習並配合等值分數引入「異分母分數加減」教學，實驗班學生的學習成效顯著。二、透過合作學習並配合等值分數引入「異分母分數加減」教學，學生的學習具有保留成效。三、透過合作學習並配合等值分數引入「異分母分數加減」教學，學生的學習概念較完備。四、透過合作學習並配合等值分數引入「異分母分數加減」教學，可提高學生的數學學習興趣。
This study investigates the learning effects of integrating cooperative learning and equivalent fractions into the teaching of addition and subtraction of fractions with different denominators. Based on the literature analysis of Jean Piaget’s cognition and cooperative learning, an experimental research with instruction of integrating cooperative learning and equivalent fractions for the 5th graders was conducted.The subject consists of 60 fifth- graders from two classes in Tainan City.The experimental groups of 30 students received the teaching of integrating cooperative learning and equivalent fractions, and the control groups of 30 students received the teaching of traditional mathematical instruction. The experiment was treated for ten lessons. The instruments employed in this study were Math Learning Achievement Assessment, and the Rating Scale of Learning Interests toward Math. The data collected in this study was examined in two ways: by quantitative analysis and qualitative analysis. The main results are as follows：1. The teaching of integrating cooperative learning and equivalent fractions into the teaching of addition and subtraction of fractions with different enominators are proven to be effective in students’learning.2. The teaching of integrating cooperative learning and equivalent fractions into addition and subtraction of fractions with different enominators can reserve the learning effect.3. The teaching of integrating cooperative learning and equivalent fractions into the teaching of addition and subtraction of fractions with different enominators can assist the students’ comprehension.4. The teaching of integrating cooperative learning and equivalent fractions into the teaching of addition and subtraction of fractions with different enominators improves learning interests.
碩士
建立日期: 2014
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5800
資源來源: NUTN IR

連結

連回原始介面

透過合作學習並配合等值分數引入「異分母分數加減」教學之研究

王惠真; Wang, Hui-Chen 謝碧雪; Shieh, Bih-Sheue; 應用數學系數學科教學碩士班 2014

正在檢索遠程資料庫，請稍等