| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 96 === The purpose of this study is to investigate the effects of information technology integrated into instruction in learning plane-symmetry for sixth graders. Quasi-experimental method with nonequivalent pretest-posttest controls is adopted. A total of 64 sixth graders from an elementary school in Hsin-Chu County are divided into two groups. 33 school children were assigned in treatment group and the other 31 pupils were assigned in control group. The efficacy between “information technology integrated into instruction” and “ manipulating concrete object instruction” for sixth graders to learn plane-symmetry is compared. The mathematic learning attitude of experimental group is also investigated. Some findings of this research are showed as follows:
1. In the part of learning effects.
a. There are significant learning effects on spatial ability for both treatment group and control group.
b. After excluding pre-test, there is no significant difference in the performance of post-test and that of the follow-up test for both groups.
2. Interaction test based on gender and group as well as mathematics ability and group.
a. After excluding pre-test, there is significant interaction between group classification and gender in post-test and follow-up test.
b. After excluding pre-test, there is no significant interaction between group and mathematics in post-test and follow-up test.
3. Study attitude of students in the treatment group.
There is no significant difference in the mathematics learning attitude between the pre-teaching and post-teaching, but learning attitude towards more positive.
4. Learning situation.
a. Problem solving strategies: use points to find the position of object、turn or revolve the paper、intuition、parallelism procedure、prolonging procedures、vertical point sliding.
b. Error types: do not understand the questions、careless、intuition、parallelism procedure、prolonging procedure、vertical point sliding.
Finally, some suggestions are offered as the references of teaching activity, design of math curriculum in spatial ability and future research.
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