The Research of Problem-based Learning On Geometric Mathematics Teaching Methods in Junior High School

• Main Authors: TSANG-CHING YU, 游蒼慶
• Other Authors: Mu-Ming Wong
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/00129438633612516869

碩士 === 中原大學 === 應用數學研究所 === 99 === The aim of this research is to study the influence of Problem-based Learning applied in junior high school mathematic programs on the students’ attitude toward learning mathematics. The design of this research adopts pre-and-post tests in uni-experiment team of Quasi- experiment with its subjects of 36 students who are under my instruction in a second-grade class in one Taipei municipal junior high school. This class, streamed according to the ability of mathematics in S-shaped way- normal streaming, was divided into six groups with hetero-learning in which teaching is proceeded based on Problem-based Learning. The methods of observation, recording, and interview were adopted by the researcher to realize the interaction of the involvement and process between the subjects experimented. A comparison of the differences between pre-and-post Mathematics Attitude Scale helps get the connection of learning effectiveness and learning process inductively. In the research it was found as follows: With the limitation of time, in ordre to reach the target effect the instructor has to create the atmosphere for the students to be actively involved in the group discussion with relaxation and without pressure. In addition, the instructor should instruct the students the skills of how to express themselves, join the discussion and communicate with one another. While there are questions or confusion, the teacher is supposed to provide the learners with necessary resources and resolutions. Finally, lead the students to proceed group discussion via the problem-based way and encourage them to take part in the discussion, which is under monitoring and dealt with properly by the teacher. The studies showed the teaching strategy of Problem-based Learning elevates the students’ will of acceptance of mathematics and their attitude toward learning it. In addition, they are willing to accept their appointed work , such as collecting information , discussion proceeding , and presentation of their reuslts and do it on their own properly. The students’ performance in the total scale of Mathematics Attitude Scale, the Confidence in Learning Mathematics Scale, The Mathematics Anxiety Scale and theEffect Motivation in Mathematics Scale varies from each other strikingly, which means that Problem-based Learning achieves the effect on the teaching of mathematics in junior high school. The riview of Problem-based Learning: 1. The subject chosen for students’ learning , if close to their living experience, will promote students’ involvement. 2. Before carrying out, the students should have sufficient time to prepare and collect information , which will facilitate the proceeding of discussion. 3. The skills for students to discuss and express their opinions should be taught before hand. 4. During the process of implementation , the students with low- performance have to be encouraged, which is supposed to increase their confidence in learning mathematics. 5. The feelings among the students are various.Therefore, if these can be taken into consideration previously, it will enhance the effect on discussion