| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 91 === The aim of the study, from the cognitive and emotional perspectives, was to explore the 4th- grade students’ learning of the “Shape (four sides) and Angle” conceptions through the school-based math teaching module at the Lugang Town, Changhua County. The case-study method, which was used in the research, was inclusive of teaching taping, learning notes, writing tests, emotional-perspective questionnaire, interviews and researcher’s reflective journal to collect the related data and deeply comprehend the practices of students’ learning, and then to revise the geometric math teaching module, and to provide teachers and the future studies with some suggestions.
According to the mentioned above, the main results and findings of the study were such as the followings,
1.On the cognitive perspective, the learning of “Vertical, Horizontal and Gyrated Angle” conceptions was performed better than the learning of “Shape” conception. However, in the geometric math teaching module, the students were able to understand the meanings of “Vertical”, “Horizontal” and “Gyrated Angle’, and accurately to categorize and name the various kinds of shapes through the materials on the campus and tutors’ induction;
2.Students could understand deeply the math curriculum and comprehend to link the given knowledge and students’ living experiences by practicing the materials, cooperated learning, the induction of living experience and the observation of the campus and community environments;
3.On the emotional perspective, most of the students were convinced with the practice of school-based math teaching module, preferred to the interesting and playful teaching activities. And they’re convinced that they could benefit more from the difficult, challengeable activities, and were preferred to the cooperated learning rather than being confused with the complicated teaching ones.
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