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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Main Authors: yeh yen chang, 葉晏彰
Other Authors: 王曉璿
Format: Others
Language:zh-TW
Published: 2005
Online Access:http://ndltd.ncl.edu.tw/handle/36568393270449618234
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spelling ndltd-TW-093NTCTC4800132015-10-13T13:01:32Z http://ndltd.ncl.edu.tw/handle/36568393270449618234 The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic 「遊戲式概念改變」與「引導式表徵陳述」課程軟體輔助國小分數學習效益之探究 yeh yen chang 葉晏彰 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.” 王曉璿 2005 學位論文 ; thesis 245 zh-TW
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language zh-TW
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sources NDLTD
description 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.”
author2 王曉璿
author_facet 王曉璿
yeh yen chang
葉晏彰
author yeh yen chang
葉晏彰
spellingShingle yeh yen chang
葉晏彰
The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
author_sort yeh yen chang
title The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
title_short The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
title_full The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
title_fullStr The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
title_full_unstemmed The study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
title_sort study of using “gaming conceptual change” and “guided representative description” courseware design to enhance student learning in mathematic
publishDate 2005
url http://ndltd.ncl.edu.tw/handle/36568393270449618234
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