以數學寫作教學融入三角單元對高三學生學習歷程的影響

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以數學寫作教學融入三角單元對高三學生學習歷程的影響
著者: 黃宦甄; Huang, Huan-jen
黃建中; Chien-Chung Huang; 應用數學研究所碩士班
主題: Mayer; 數學寫作; 後設認知; 數學解題; 三角; problem solving; Mayer; writing mathematics; metacognitive; trigonometric
描述: 本研究主要在探討「數學寫作」融入三角單元對於高三學生學習歷程之影響。以研究者任教之台南市某國立高中三年級社會組學生共39名為研究對象，藉由研究者自行設計的數學學習單及數學工作單進行數學寫作活動，於實驗後進行三角學習成就測驗，以單因子變異數分析(ANCOVA)檢驗實驗組與控制組的數學學習成效之差異，並透過後設認知問卷分析學生在寫作前後後設認知能力是否改變。另一方面再對高、中、低程度三名學生進行晤談，整理並分析其解題歷程。茲將主要研究結果摘述如下：一、數學寫作融入教學對學生在複習三角單元後的學習成就有正面影響但未達顯著。二、實施數學寫作後對學生的後設認知能力的影響有正面影響但未達顯著。三、高、中、低程度學生經數學寫作訓練後，其解題歷程在各階段有不同表現。四、數學寫作融入教學的實施困難有：數學寫作融入教學所花費的時間比傳統教學的時間多，進度上有一定壓力；數學寫作對程度極佳、極差的學生在數學學習上感到困擾；在課堂上可以提供學生寫學習單的時間不足；教師為了能即時對學生寫作內容予以回饋有較大的時間壓力。
This research aimed to explore the impact of immersing writing mathematics in trigonometric units on the learning process of 12th graders. The subjects were 39 social-science-apt 12th graders in a national high school in which the researcher is working for in Tainan City. The research was conducted by carrying out mathematic writing activities through mathematic worksheets which had been designed by the researcher. Achievement assessment on trigonometric was conducted after the experiment. ANCOVA was applied to examine the distinctive math learning achievements of the experiment group and the control group. A metacognitive questionnaire was utilized to analyze if there was any change on students'' cognition after the writing. In addition, three students, respectively with high, medium, and low competence, were interviewed to collect and analyze their problem-solving process. The result of this research was summarized as below:1. Immersing writing mathematics in teaching and learning activities had a positive but not significant effect on students'' learning achievement after reviewing trigonometric units.2. The implementation of writing mathematics had a positive but not significant effect oniiistudents'' metacognition.3. After the training of writing mathematics, students respectively with high, medium and low competence had different performances on various stages of problem-solving process.4. The challenges of implementing writing mathematics are:a. Immersing writing mathematics in teaching and learning activities took more time than conventional teaching and learning activities, which in turn caused a tight schedule.b. Writing mathematics caused confusion on students with extremely high competence and students with extremely low competence.c. Students were not offered sufficient time to complete the worksheets in class.d. The teacher perceived time pressure in making prompt responses to students'' writing.Keywords: metacognitive, writing mathematics, Mayer, problem solving, trigonometric
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/690
資源來源: NUTN IR

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以數學寫作教學融入三角單元對高三學生學習歷程的影響

黃宦甄; Huang, Huan-jen 黃建中; Chien-Chung Huang; 應用數學研究所碩士班 2013

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