| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 92 === Clements has proposed that the area measurement conception development might better be considered more broadly as curriculum designed and teaching methods guide. If mathematical education can overcome these difficulties, it can aid teacher in promoting student’s geometry conception development levels. Thus, this research refers first to Outhred & Mitchelmore’s research on young children’s intuitive understanding of rectangular area measurement, Clements & Battista’s research on geometry and spatial reasoning, and Pirie & Kieren’s “The dynamical theory for the growth of mathematical understanding” for designing the conception transfer of area learning text to elementary fifth grade students, and secondly, proceed with teaching experiment. Thirdly, researcher explore the performance achievement and strategies of problem solving on “ figure and area contrast and representation by vision,”” grids array and cover,”” figure’s reconstruct on area,” and ” understanding and applying on area’s formula,” and, finally, construct the model of area conception development. The author attained some conclusions as follows:
1.Effect aspect. Because the conception transfer of area learning text has integrated mathematical knowledge of “numbers,” ”quantities” and ”shapes,” it can help students to acquire the whole area conception.
2.Problem solving aspect. The achievement performance of area problem solving or the conception retention in the experimented group accepted teaching on the conception transfer of area learning text is better than the controlled group accepted teaching on the general text of area.
3.Strategies applied aspect. Conception transfer of area learning text can help students to promote their understanding and applying on area formula.
4.Figures identification and characteristics aspect. Students accepted conception transfer of area learning text can acquire the perception on vision. By abstracting the elements of figure correctly, it can promote the achievement performance on area problem solving.
5.Conception retention on cognitive aspect. Students accepted conception transfer of area learning text can reinforce the reconstruct strategies of area figures, and promote the conception of area retention on “identical area but different shapes”.
6.Affection and belief aspect. Conception transfer of area learning text combining the activities and mechanism of student’s area conception can encourage student’s learning motivation and interesting and promote the capabilities on geometry concepts development.
7.Learning climate aspect. Conception transfer of area learning text can encourage the discussing climate in classroom and promote the capabilities on communication and expression.
By students’ interview and their actual performances, this research also find that students have demonstrated their various strategies and methods of area problem solving, so that it can provide suggestions for teachers and help them to design and select appropriate teaching models.
|
|---|
