遊戲式數學教學模式對學生數學學習的影響

• Main Author: 葉盛昌
• Other Authors: 陳鉪逸
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/55462871133084278376

碩士 === 臺中師範學院 === 數學教育學系在職進修教學碩士學位班 === 91 === Abstract 1.Purpose This study investigated the efficiency of the instructional strategies-team-games-tournament teaching model, in two aspects of researches： a. Investigation relating mathematics achievement to students’ scores, students’ interests toward math learning and students’ attitudes toward mathematics. b. Investigation relating mathematics metacogniton growth including students’ self-concept, self-assurance, motivation and self-monitoring on learning mathematics. 2.Rationals Students’ learning abilities can be effectively improved by chooseing suitable teaching procedure. Hence, the game-treatment teaching model should be one of the better approaches could be applied to improve students’ math learning. A summary of researches on the achievements and metacognition growth effects via using game as instructional procedure in mathematics learning shows “That the research in this area is sparse, that the findings also are fragmentary and that there have been no systematic attempts to discover the effects of games”. Yet elementary school teachers tend to assume that games assist math learning. 3.Design Study used a team-games-tournament model as a classroom learning model. An experimental group was composed of 30 students who was taught in the designed teaching procedure for three months, text used are the basic math material used in classroom similar to the control group formed of another 30students of fifth grades from the same period who had not participated in the team-games program. 4.Result A gain score of pre-post test was calculated for each group. The mean gain score for the experimental and control groups were compared using a ANOVA test. The growthes of students’ metacognition were calculated from each group via the score gained from questionnaires’ answers by both groups. To further support the quantitative results, afterward interviews were used. 5. Finding a. Students in the experimental group showed remarkable progress in achievement tests. Students enjoyed very much in team-games-tournament model and gained self-confidence , motivation toward math. b. The pre-post test on metacognition indicates that most students especially for those slow and average in the experimental group were found achieved remarkable progressing. 6.Interpretation a. This research was conducted only on fifth graders of the elementary school, further researches can do the same investigation to these of graders other than the fifth. b. The texts or materials that is suitable for being used in game-treatment-tournament-model are aspired to be found and be collected for future use.