資訊科技融入五年級學童空間能力學習之研究－以柱體與錐體之展開與摺合為例

• Main Authors: CHANG YU-CHUNG, 張裕中
• Other Authors: 陳光勳
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/chwypm

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 compare the effect of integrating information technology into instruction with the traditional concrete objective teaching for the fifth grader students in spatial learning. A total of fifty-eight school children from Taipei County are divided into two groups（treatment group and control group）, each group has twenty-nine subjects. Both qualitative and quantitative analyses are emphasized. Quasi-experimental method with non equivalent pretest-posttest control is adopted in the study. 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 the change of learning attitude towards more positive. 4. Learning situation. a. Problem solving strategies: Concerning net of the prism and cylinder, the main characteristic method and reverse thinking method are often used. Concerning the part of folding, the main characteristic method and the main figure method are often used. b. Error Types：Intuition is a main error type in the developing and folding. Besides, consisting of being guessing, and careless etc. Finally, some suggestions are offered as the references of teaching activities, design of math curriculum in spatial ability, and future research.