| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 98 === The main purpose of this study is to explore the influences of teaching geometric growing patterns to six graders’ pattern recognition and algebraic thinking ability. “Quasi-experimental Design” was adopted in this study, sample consists of 59 six graders from two classes. “Function relationship recognition” of geometric growing patterns was delivered in experimental group, and on the other hand general geometric pattern teaching method was used in control group. Both groups did 6 geometric growing pattern activities designed by author. Activities were implemented by author in two sections within total six class periods. Data were collected by multiple ways, including video tapes, paper works, tests and individual interviews.
The results show that “Function relationship recognition” method can lead students to focus on the relationship between the object position and quantity therefore it can build up students’ recognition ability in geometric pattern. This method was especially useful to “low performance group” and “mid range performance group”. Geometric growing patterns with the same difference between adjacent objects are most suitable for 6 graders. Students with better pattern recognition ability can develop more efficient problem solving strategies.
Algebra curriculum in primary school should have more pattern investigation activities which can help students to develop algebraic thinking ability via investigating, discovering, and generalizing. This can also be as a foundation for future algebra learning.
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