| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 98 === The purpose of the study is to examine whether engaging elementary students in operating multi-touch technology and GSP dynamic geometry software can increase their learning effectiveness of “dilation and scale”. By using the Post-test nonequivalent group design from the quasi-experimental method, the two classes, 64 fifth-graders in Tainan elementary school are the samples while the “Geometry’s misconception examination questions” and “the Technology Acceptance Model Questionnaire of digital materials” are the tools of the study. The descriptive statistics are used to analyze the data and the major findings
of the study can be concluded as the following：
1.Prior knowledge (before teaching)
Analyze students’ misconceptions in Geometry through pre-tests. Those misconceptions, including angle, length, area, constructing graphs, scale and ratio may come from intuition
rules, the concept of area conservation and background knowledge.
2.The difference of pre-tests and post-tests
Both of the analysis of pre-tests and post-tests in experimental group and control group achieved a significant level. Neither of the analysis of posttest in experimental group and control group achieved a significant level. In the lower-score group, the ability of operating multi-touch technology is better than GSP dynamic geometry software. Middle group and
high group didn’t achieve a significant level.
3.The performance of conceptual change
After detail analysis, we find that there are differences in the part of angle and mid-range score group for the part in length and in the part of area, but in the part of constructing graphs
in control group.
4.The external and internal variables for digital teaching material：The effect of external variables in digital teaching material with multi-touch technology, students pointed out that the quality of system and the interaction of system are the important factors as the effect of
external factors.
Finally, some suggestions are offered to teachers, curriculum designers as the references for instructions and pedagogy in mathematics as well as for future research. It is our hope that
this thesis could be useful for researchers in related fields.
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