| Summary: | 碩士 === 國立彰化師範大學 === 數學系所 === 93 === It is to explore the feasibility, learning conditions and generativeness of an algebra program for gifted elementary pupils. Through spiral design with the concept of slope as axial, children’s learning activities and the alleged mathematical experiences are studied using qualitative methodology. Our objects are 26 fourth and fifth graders in a special class of a Chang-Hua elementary school, all taking part voluntarily in a series of five-week long acceleration lessons, meeting two times per week and three hours per lesson. Situated with five problems in elasticity, father-son age, thermometer, slope of straight line, and linear equation in two unknowns with graph, compiled sequentially, instructions are identified as conducting lessons with reference to the multiple-embodied representations: Enactive, Iconic, and Symbolic. Mathematics acitivities with three-in-one version are videotaped, transcripted to produce protocals and then analysed to insight of children’s mathematics experiences. It is found that this program does facilitate children the acquisition of knowledge through hands-on experiments as well as exemplar procedures in linear equations in two unknowns, represented symbolically, which lead up to the learning of the concept of functions generatively.
|
|---|
