| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 99 === The main purpose of this study is to discuss the process and effectiveness of teaching of area concept to the fifth-grade remedial students through both concept mapping and mathematics games. The research instrument is a test about area concept and operation which the researcher designed in person. The six study participants are chosen from the twenty-three fifth-grade students who take part in the pre-test. Their pre-test grades are under twenty-seven percent of the class. The researcher designed seven activities about remedial teaching of area concept. The simple and systematic concept mapping was used in the fourth and sixth activities to promote the question-answering ability of the students. And the mathematics game, Who Is the Landlord, whose going way is just like Monopoly Game was used in the seventh activity to appeal to practicing question-answering. The methods of data collection include pre-test, post-test, vet worksheet, learning worksheet, worksheet about land area, questionnaire about the sensitivity of the concept mapping teaching, worksheet about teaching reflection, diary about learning reflection, video recording in class, interview before or after class. Both qualitative and quantitative data analysis are involved in this study, but qualitative data analysis is more than quantitative data analysis. The results of this study are as the follows：Through the use of the simple, systematic and easy area concept mapping, it can assist students to focus on the area concept’s problems and can not be interfered with extra information. And it can contribute to the area synthesis of complex figures. Thus it is helpful to promote the question-answering ability of the students. Through the use of mathematics games combined both interests and exciter, it is able to let the practice appeal to the students. It is hence able to assist students in the aim and speed of their practicing. Overall improvement between pre-test and post-test scores indicates that remedial teaching of area concept through both concept mapping and mathematics games can enhance students’ learning in area concept. The results of the questionnaire about the sensitivity of the concept mapping teaching indicate that the students identify with the concept mapping teaching. Finally, the researcher also put forward several suggestions about teaching and the future study as reference.
|
|---|
