| Summary: | 碩士 === 國立政治大學 === 應用數學系數學教學碩士在職專班 === 98 === The purpose of this study is to understand whether 9th grade students can
actually manipulate the states of motion of objects and understand the concepts of
mathematics embedded in the graphs when they are dealing with the linear
position— time graphs.
Ten tool graphs were designed based on the position-time graph as the
research tools in this study. Twelve 9th grade students, 6 males and 6 females, were
chosen randomly. Through doing semi-structured interviews, the researcher
collected the data and deeply explored whether participants could manipulate the
states of motion of objects and comprehend the mathematical concepts embedded
in the graphs when they were dealing with the linear position time graphs. The
collected data were analyzed qualitatively and organized. The conclusions are as
follows:
1. The students’ capability of slope and intercept in mathematics is insufficient,
and it influences their learning of the position-time graphs.
2. Students only have little understanding of the presentation of the graphs. Thus,
they cannot apply mathematical abilities or interpret real phenomena.
Following suggestions are provided according to the conclusions in this study:
1. Mathematical teaching should be emphasized on the connection with the
science domain.
2. Mathematical teaching should highlight the connection between abstract
symbols and real situations
3. Science teaching should guide the students to transfer the new knowledge to the
learned knowledge.
4. Multiple teaching resources should be used properly to help students proceed to
learn multiple intelligences.
The direction of further studies can aim at different participants, different
patterns of questions or expanding the study on speed-time graphs and
acceleration-time graphs to apply the knowledge and theories of science and
mathematics in life.
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