| Summary: | 碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 96 === This research is to solve the freshman’s problem in elementary school of paying no attention in learning lessons due to their arrogance of “I already knew”. In order to promote the width and depth of the lessons, I suggest adding the module designed from auxiliary material which may motivate pupil’s learning. That’s why I refer the text book of Shanghai Garden Elementary School in Mainland China to conclude the followings:
1. The other concepts of number “0” (besides the concept of “empty” in calculation, we add more concepts in counting from zero as well, for example in the measurement of ruler, thermometer, weight scale etc.)
2. The scratch of "正", " " (we only teach 「○」in text book)
3. The concepts and symbols of “Greater than”, “Smaller than” & “Equals to”
4. The joint of “Figure Line” concept
The goal of the researchers is actually accomplished after this course being delivered:
1. Students enjoy the class of math, so it’s easier for teacher to control the order in the classroom -
Because the content of the lesson is never touched in kindergarten, it’s varied with freshness and attractiveness to pupils. Their response and feedback are increasing due to their curiosity in this auxiliary material.
2. Smoother to link with the upcoming course -
The idea of designing this auxiliary material is to advance the application of upcoming calculation courses, taking advantage of this situation - it’s still simple in learning calculation. The pupils already have this concept in mind in advance of the beginning of the formal class.
3. No obvious difference in comparison with the other group’s scores at monthly exam -
It means the pupils digest the auxiliary material of this module at the same speed as well as the ordinary course, so it won’t influence the performance in their monthly exams.
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