The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
碩士 === 臺中師範學院 === 數學教育學系 === 93 === The purpose of this research tried to understand the effect of using the different courseware design methodology in mathematic learning. Based on the constructivism and the different courseware design methodology, two type of mathematic learning courseware were de...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2005
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| Online Access: | http://ndltd.ncl.edu.tw/handle/36568393270449618234 |
| Summary: | 碩士 === 臺中師範學院 === 數學教育學系 === 93 === The purpose of this research tried to understand the effect of using the different courseware design methodology in mathematic learning. Based on the constructivism and the different courseware design methodology, two type of mathematic learning courseware were designed as research tools in the study. The subjects were two fourth-grade classs (N=34 & N=33).Two sections(normal and remedy learning) of the research experiment were at the study. The quantitative quasi-experiment with covariance analysis and t-test was used in the research. Several conclusions were as follow.
1． Low-mathematics-achievement students had better performance in fraction after using “gaming conceptual change” than using “guided representative description.”
2． No matter which computer-assisted learning model was adopted, subjects’ learning attitude had no significant difference statistically. Both groups presented more positive learning attitude.
3． There are significant effects on students categorized as low-mathematics-achievement after aided with the “gaming conceptual change” model in the wake of various remediable teaching strategies.
4． There are significant effects on students categorized as low-mathematics-achievement after aided “guided representative description” model in the wake of the remediable teaching strategy, “test-first-study-later.”
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