Investigation on the effects of mathematics instruction in geometric figure by IWB for fifth graders

• Main Authors: Chang, Hsing Chin, 張舋今
• Other Authors: Lin,Yuan Horng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/68617718911939640321

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 99 === The purpose of this research is to investigate the learning effects of mathematics instruction in Understanding of the polygon, triangle area, parallelogram area and trapezoid area by IWB for fifth graders. The student problem chart(S-P chart) and ordering theory are used to analyze the learning types and hierarchical structures of items. Based on the quasi-experimental design of teaching, the subjects were fifth graders from two different classes in an elementary school in Taichung city. One class was assigned as the experimental group and the other was control group. The design of 14 hours of teaching, and traditional teaching strategies are applied in the control group while the IWB were incorporated in the experimental group. The results of this study are as follows. 1.As the result from covariance analysis, students’ learning effect of IWB group is significantly better than that of traditional teaching method. 2.According to S-P chart regarding students’ learning type, it appears that the learning condition with IWB is better than that of traditional teaching, and there are more students who learn steadily. 3.According to S-P chart regarding students’ learning type, students have best performance of the rectangle, have general performance of the parallelogram, trapezoid of the least satisfactory on complex graphic. 4.Analyzing with the S-P chart and ordering theory for students’ learning types within a single teaching section which were presented in the hierarchical order structure frameworks for test bank, they provide ideas for teachers and teaching material writers when they design curriculums and assistance teaching programs. Based on the results of this study, the findings of this study may be helpful for teachers to understand the conceptual structures of geometry for fifth graders, and as references for remedial instruction or group teaching. Finally, some recommendations and suggestions for future research are provided.