數學課室討論文化對國小六年級學童代數概念表現影響之研究

• Main Author: 蔡昭傳
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/03027761295468019839

碩士 === 國立新竹教育大學 === 應用數學系碩士班 === 97 === Abstract The purpose of this study was to focus on developing mathematics classroom discussion. It aims to explore the influence on algebra concept performance of sixth grade students. 121 students participated in the study. Four classes out of two of the primary schools in Hsinchu were included. Two classes were the experiment group, while the other two were the control group. The study adopted the quasi- experimental research to explore different teaching methods of the experiment and control groups, namely mathematics teaching with classroom discourse, and general teaching of students in mathematics in terms of the performance differences regarding the algebra concept. The findings is revealed as follows： 1.In general, the experiment group has a better performance in algebra concept test scores than the control group. The difference is quite significant. In addition, the experiment group with different achievements performed better than the control group. Again, a significant difference was seen in the algebra concept performance. 2.Scores of students in experimental group in“Be able to use the quality of unknow ,show the question in the concrete situation,and explain the relation in the formula and question situation”“Develop tactics and solve and contain unknown formula question and test and calculate it separate reasonable”are higher than those in control group in significant differences. 3.In“Be able to use the quality of unknow ,show the question in the concrete situation,and explain the relation in the formula and question situation”“Develop tactics and solve and contain unknown formula question and test and calculate it separate reasonable”students of high, medium, and low achievement in experimental group are higher than those in control group in significant differences. 4.There was a significant difference in the overall test of routine problems between the two groups and in the overall test of non-routine problems. Results show the experimental group performed significantly better than the control group. 5.The score of the students in different levels：For scores concerning routine problems, there was a big difference between the two groups of the low, middle and high level’s students. The experimental group performed better than the control group. For scores centering on the non-routine problems, there was a substantial variation between the two groups of the low, middle and high level’s students, where the experimental group performed better than the control group. The final research findings may respectively serve as a reference when teaching grade six elementary school students. This may include the material design and future research studies.