The Influence of the Historia Mathematica TeachingMethod to 8th Grader on Learning Motivation~Example for Ruler-and-Compass Construction

• Main Authors: Yu-wen Wang, 王郁文
• Other Authors: Chien-Chung Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/93376010376879717765

碩士 === 國立臺南大學 === 數學教育學系碩士班 === 97 === The main purpose of this study was to compare the influence of the Historia Mathematica Teaching Method (HMTM) on learning motivation. A teacher who uses the HMSTM teaches mathematical concepts using historical sources. Participants in this study were 8th grader. Students in the experimental condition were taught by the HMSTM, while students in the comparison group were taught by the traditional teaching method. In this research study, Researcher examined the different outcomes, learning accomplishments and motivation of students. Furthermore, Researcher investigated the thoughts and beliefs of students in the experimental group. This study could serve as a reference that could guide 8th grader teachers in their teaching of mathematics. This study adopted a quasi-experimental approach and used random cluster sampling. Both groups were taught the Ruler-and-compass construction. After a review of the relevant literature, Researcher prepared the materials that were used by the experimental group—Ruler-and-compass construction. The students in both of the two groups took the same Ruler-and-compass construction test and math learning motivation evaluation pre-test and post-test. SPSS14.0/WIN 8.0 for Chinese version Windows and EXCEL 2000 were used to statistically analyze the research data. After teaching had finished, for the qualitative analysis, a learning feedback questionnaire survey was administered. Additionally students were interviewed, one each from the high score group and the low score group. Through this analysis, I obtained the following results: 1. The learning motivation of the students taught by the HMTM was superior to that of students that were taught by traditional lecture teaching. 2. No significant difference in achievement was found between the HMTM and traditional lecture teaching. 3. The interest in Math learning among students in the experimental group increased significantly. 4. Students in the experimental group were more active in learning math in the ruler drawing unit. 5. Students in the experimental group had more memory of the historical materials used in the ruler drawing unit and they liked those materials more than the non-HMTM materials used in other units. 6. Most of the students in the experiment group gave positive responses in the HMTM. 7. Most of the students in the experiment group felt that they had benefited from learning through the HMTM. 8. The majority of the students in the experiment group changed their math learning habits after learning by the HMTM. 9. Most of the students in the experiment group expressed that they would like to be taught by the HMTM in the future.