| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 98 === The research field is “The unit of Arithmetic Progression” in “Grade 1-9 Curriculum Guidelines- The fourth phase in Mathematics Area” promulgated by Department of Ministry in 2003. The study analyzes the Competence Indicators in this unit and the relevant studies in order to structure profession knowledge structure in the unit of Arithmetic Progression and combine the knowledge structure and Bayesian networks to compile some materials of instruction. By using the instruction materials and Bayesian Networks based computerized adaptive diagnostic testing(BNAT) as tools, the present study can design some ways to do Computer- Technology Math Teaching and Make-up Teaching. Next, the present study evaluates the effect of the design by doing some teaching experiments. Besides, it discusses the influence on the effects of make-up teaching and learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching. In addition, the present study discusses the students’ opinions on the Computer-Technology Math Teaching and the effect of computerized diagnosis exams.
The results are as follows:
1.The computerized diagnosis tests based on the knowledge structure and Bayesian networks can shorten the test time and predict precisely the diagnosis. It can be used on practical teaching diagnosis exams.
2.About the learning efficiency, integrating information technology into instruction model, using the teaching materials compiled by researchers, is better than the traditional classroom teaching. As for the learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching, there are no distinct differences.
3.About the learning efficiency of Make-up Teaching, integrating information technology into instruction model, using the teaching materials compiled by researchers, is better than the traditional classroom teaching. As for the learning efficiency of students who owns different attitudes toward computer technology in Computer-Technology Math Teaching, there are no distinct differences.
4.Integrating information technology into instruction model can make students think positively about the computers and the use of them.
5.After taking the Make-up Teaching, students in the group of integrating information technology into instruction are better than those in traditional classroom teaching on correcting mistakes and improving the secondary skills.
6.Over 95% of the students in the experimental group have non-negative opinions on integrating information technology into math teaching and the ways of evaluation. It shows that the students are fond of them.
7.Students with different attitudes toward computer technology share the opinions on integrating information technology into instruction and the ways of evaluation. On the two items “I hope teachers can take advantage of computers to teach us math more often” and “I think the computer test system can truly show my math ability”, “Positive-computer-attitude group” tend to own positive ones, while the “ Negative -computer-attitude group” tend to own non-positive ones. However, they can still accept them and won’t deny their functions. And the “Negative-computer-attitude group” agree more on that “Teachers’ lecture” are helpful ways to learn than “Positive-computer- attitude group”. Except for the above, there are no distinct differences on the opinions between students who own different attitudes toward computer technology.
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