Mathematics in Realistic Context in Algebraic Grade Skipping Learning of the Eighth Graders

• Main Authors: Yu-I Huang, 黃有義
• Other Authors: Yu-Liang Chang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/63632342352109405397

碩士 === 明道管理學院 === 教學藝術研究所 === 93 === The topic of this study focused on the algebraic learning in mathematics for the eighth grade students. The first purpose of the study was to explore how the mathematics in realistic context would affect the targeted eighth graders’ performance on algebraic grade skipping learning of “linear programming” and their mathematical learning attitude. The second purpose was to analyze how the two factors, gender and ability, influence upon these students’ performance in algebraic grade skipping learning achievement, as well as detecting what problems they faced while learning and their solutions. A quasi-experimental design was used in this study. Samples of this study were selected purposely from the eighth graders of a junior high school in Changhua County, and then divided into two groups, the Experimental Group and the Controlled Group I. In addition, seventy-nine twelfth graders of a senior high school in Changhua County were chosen as the Controlled group II. Data were gathered by the linear programming achievement test, the mathematical learning attitude scale, the researcher’s journals, students’ learning records, and the semi-structured interviews. SPSS version 12.0 was employed for the statistical analyses. Qualitative and quantitative findings will be integrated to provide a thorough understanding and discussions of the algebraic grade skipping learning by using analysis in context strategy. After the implementation of the algebraic grade skipping learning experiment, there was no significant difference between the Experimental Group, the eighth graders, and the Controlled group II, the twelfth graders, on the performance of the linear programming achievement test. Further, positive learning attitudes toward mathematics of all students with diverse mathematical learning abilities (i.e. high, middle, and low) in the Experiment Group were promoted positively, while students with middle abilities achieved statistically significant variations. With regard to the performances within the Experimental Group on the linear programming achievement tests, there was no significant difference in the factor of gender, while only students with high mathematical abilities performed superior than those with low abilities. In summary, the mathematics in realistic context could help students to learn the abstract algebra effectively, to improve students’ mathematical learning attitude positively, and to decrease the achievement difference among the diverse mathematical learning abilities. Besides, the mathematics in realistic context could strongly influence middle-ability students’ mathematical learning attitude. Moreover, the findings of this study also revealed that students’ life experience, knowledge, and mathematical skills would deeply affect the advances of mathematical learning, and the quality of teachers’ practical specialty in mathematics would be the core factor in assisting students’ learning. Based on the research findings, recommendations and suggestions were provided as practical references for educational authorities, school units, secondary mathematics teachers, and future researchers.