| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 99 === The main purpose of this study is aimed to design contents and IWB, Interactive Whiteboard, teaching materials for “Triangle Concept” in elementary school mathematics teaching by adopting Van Hiele five sequential phases of learning as the design orientation, with the hope that students’ geometric reasoning level in the concept of triangle can be enhanced through interactive discussion and practicing IWB teaching materials. One grade four class in an elementary school was sampled as the subject of the study. Quasi-experimental research was the method adopted. A six-week period of experimental course on “Triangle Concept” in mathmatics field was performed. A pre-test and a post-test were designed and applied on the same sample students. To go with the experimental course, teaching materials based on “Van Hiele five sequential phases of learning” and assisted with software such as SMART Notebook, Geogebra and IWB related resources from the Internet were designed by the researcher. To obtain the students’ original geometric reasoning level and their misconception for teaching reference, the students’ “Triangle Concept” was pretested before the course. After the course, a post-test was taken to understand the influence of IWB teaching materials on students’ geometric reasoning level. Major findings of this study are as follows:
1. “Triangle Concept” of the grade-four students is presented differently in different levels. In Level Zero, Visuality, students’ concept is affected by the appearance and position change of a triangle, and their recognition of angle size can easily be affected by measure of area. In Level One, Analysis, equilateral triangle is the most distinguishable of all kinds of triangles. In Level Two, Informal Deduction, sixty percent of the students are able to perceive the inclusion relation of a triangle and seventy percent of them are able to comprehend the relationship between or among the sides.
2. IWB teaching materials based on Van Hiele five sequential phases of learning for building triangle concept emphasize the interactive and operational features.
3. Students’ geometric reasoning level can be lifted by adopting IWB teaching materials while teaching triangle concept.
Based on the study findings, the researcher is able to offer some suggestions on teaching materials, evaluation designs and future related studies for teachers who are interested in developing IWB related teaching activities.
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