幾何繪圖軟體GSP融入國中數學教學對學生學習成就與態度影響之研究

• Main Author: 尤冠龍
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/29374429379580521096

碩士 === 國立彰化師範大學 === 科學教育研究所 === 95 === The main purpose of the research is to assess effects of integrating computer software, the GSP（The Geometer’s Sketchpad）, into mathematics teaching on 7th grade students mathematics learning. The research took a Quasi-experimental approach and used the pretest-posttest unquivalent-groups design. The teaching unit is 「the graph of function and linear equation in two unknowns」. Seventy-two 7th grade students from two classes of the same school were chosen as samples. One class was assigned as the experimental group (N=36, male=18, female=18), the other as the control group (N=36, male=18, female=18). The guided inquiry teaching method, which integrating GSP into mathematics teaching, was adopted in the experimental group, while the traditional narrative teaching method was utilized in the control group. The experiment lasted for 4 weeks. After completing the experimental teaching, a comparison of learning achievements and learning attitudes were made between the two groups. There are five main findings after statistical analysis of the data. 1. The achievement of the experimental group displayed better than the control group, but didn’t make significant difference. 2. The high background knowledge students in the experimental group perform significantly better than high background knowledge students in the control group; however, the low background knowledge students in the experimental group displayed better than the control group, but didn’t make significant difference. 3. The change in attitude toward mathematics learning of the experimental group is significantly higher than the control group. 4. The change in attitude toward methematics learning of the high background knowledge students in the experimental group was significantly higher than high background knowledge students in the control group; the change in attitude of the low background knowledge students in the experimental group displayed better than the control group, but didn’t make significantly difference. 5. Most experimental group students show positive attitude toward the integrating GSP into mathematics teaching method, especially the high background knowledge students. Keyword：Guided inquiry teaching, GSP, Learning achievement, Attitude toward mathematics learning