| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 99 === Abstract
This research focuses on exploring the mathematical myths of elementary school students in Taiwan. Based on the research, we try to understand the elementary school students’ opinions about mathematical myths. This research uses Questionnaire Survey Method and the research objects are the 488 fifth graders from two classes of each eight elementary schools in Taoyuan County. The research tool is self-designed questionnaire which includes four aspects: teaching relative, learning relative, mathematical essence and mathematical attitude. The following is the main discovery according to the data analysis. First, the students aren’t as absolutely obedient to the teacher’s teaching authority as the students in the past times. They even hold provocative implication for the teacher’s proficiency. But at the same time they demand the teaching extent include all the mathematical contents. Second, about the fact that the learning achievement is oriented by the mastery of problem solving, the students don’t show apparent preference. And their problem-solving skill isn’t necessarily based on the teacher’s explanation. Furthermore, they can feel a fair atmosphere in the learning situation. When it comes to learning mathematics, we can obviously feel the change of the students’ problem-solving habit and their strong self-consciousness, which is different from the past students who take total acceptance of school education. Third, the students totally agree with the features of mathematical essence. Also, they think everyone can perform well on mathematics and personal intelligence and sex have nothing to do with the fact. Fourth, the students think learning mathematics isn’t difficult and can experience the fun and value from leaning mathematics.
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