| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 98 === This study aims at conducting a research and development on self-compiled teaching materials, multimedia teaching, remedial teaching materials and computerized adaptive diagnostic test by taking the units of the eighth grade’s “Polynomial and its Addition and Subtraction” and “Multiplication and Division of Polynomial” to establish the teaching model integrating information into cooperative learning in mathematics, with knowledge structure theory combining Bayesian network. The complete teaching model is as below: In pre-teaching, divide the students into groups according to levels. The teachers carry out teaching activity of integrating information into cooperative learning in mathematics through self-compiled teaching materials and multimedia teaching. In post-teaching, use the developed computerized adaptive diagnostic test to conduct an assessment and diagnose the common misconceptions for students in accordance with the diagnosis report, as well as conducting multimedia remedial teaching through cooperative learning. After completing the experimental teaching, it will carry out discussions on the learning effect, remedial effect and post-learning retention effect under this model.
The study findings reveal that:
1. The adaptive diagnostic testing units compiled based on the knowledge structure combining Bayesian network can achieve saving test items (average saving rate is 37.42%) and shortening testing duration.
2. In term of learning effect, the test performances of the students in the group integrating information into cooperative learning in mathematics are much better than those in traditional teaching group in the “Polynomial and its Addition and Subtraction” and “Multiplication and Division of Polynomial” units.
3. In term of remedial effect, the test performances of the students in the group of integrating information into cooperative learning in mathematics are much better than those in traditional teaching group in the “Polynomial and its Addition and Subtraction” and “Multiplication and Division of Polynomial” units.
4. In term of post-learning retention effect, the post-test performances of the students in the group of integrating information technology into cooperative learning in mathematics have no significant differences in the “Polynomial and its Addition and Subtraction” unit, while their post-test performances in the “Multiplication and Division of Polynomial” unit are much better than those in traditional group.
5. Through computerized adaptive diagnostic test and then remedial teaching, the students in the group of integrating information into cooperative learning in mathematics obtain better effects than those in traditional group in the acquisition of improvement or sub-skills of mistake types in the “Polynomial and its Addition and Subtraction” unit. While in the “Multiplication and Division of Polynomial” unit, compared to the traditional group, the students in the group of integrating information into cooperative learning in mathematics are lower in most of occurrence rates of mistake types; and most of their achieving rates in sub-skills are higher.
6. More than 90% of the students in the teaching model of integrating information into cooperative learning in mathematics hold a positive view on such model, and more than 88% of the students like such teaching methods. While in term of computerized adaptive diagnostic test, more than 90% of students agree that such teaching model is conducive to their learning; and comprehensively, more than 50% of students agree that such teaching model is helpful on the whole.
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