The Research for Solving Algebra Writing Questions in the Grade 7 by Multi-Direction Thinking

• Main Authors: Hong-zong Jian, 簡弘宗
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/08060572800038781703

碩士 === 國立臺南大學 === 數學教育學系碩士班 === 96 === The goal for this research is to explore grade 7 students learning effect and expressing of solving questions after learning on the unit that algebra writing questions of simple equations with one variable accepting the version and teaching materials of multi-direction thinking, and treat the learning effects of these two versions further. Therefore, contents of research except proceeding experimental teaching, and collecting datum and analysis effects by ways of written tests, half-structure meeting, and statistical tests, etc. The result of research as following: 1.The experimental students’ responding rate in written tests is 0.7528, expressing that the experimental students’ learning effect is very good for the teaching materials of multi-direction thinking. 2.According to the analysis result of pairs simples t test, both of experimental group’s and control group’s pretest and posttest grades have difference clearly. It shows that two groups of students about researcher’s teaching have good learning effect. 3.Students in applicative questions of written test express that the method of experimental teaching is acceptable and they can handle and use with skill by dividing students into high and middle groups. 4.According to the analysis result of pairs simples t test, the innovative teaching materials of multi-direction thinking for middle group students have good effect clearly. 5.According to the analysis result of pairs simples t test, both of the experimental group’s posttest and postpones test have no difference clearly. It expresses that the researcher’s teaching about experimental group can keep students’ concept. 6.According to the analysis result of pairs simples t test, both of the control group’s posttest and postpones test have no difference clearly. It expresses that the researcher’s teaching about control group can keep students’ concept.