| Summary: | 碩士 === 臺北市立教育大學 === 數學資訊教育學系數學資訊教育教學碩士學位班 === 99 === ABSTRACT
The purpose of this research is to explore what the variation of life connection toward mathematics and what the difference in fifth grade students after the experiment, and search if there is any variation of attitude toward mathematics after a sequence of experimental course. This study adopts quality for the most part and quantity in part. We take two fifth grade classes of one primary school in Taipei city as experimental and control groups, including 47 students.
Researcher implement the pretest and the posttest of mathematics achievement and attitude during this experiment, and conduct life-oriented mathematics course on experimental group for one semester. Finally, we analyze how and why their abilities of connection to life vary according to the feedback of the learning sheet, mathematics journal, questionnaire, interview and the teacher’s reflection.
Our conclusions are as follows:
First, connecting abilities aspect:
1. Students develop the habit to observe the world by math eyes.
2. Convert life problems to mathematics questions.
3. Using multiple processes and methods discover multiple solutions.
4. Cultivate the abilities to express clearly and communicate dispassionately.
5. Develop the abilities to criticize and analyze in mathematics.
Second, mathematics attitude aspect:
1. Promote students’ interest in learning mathematics.
2. The experimental group's scores of attitude appears positive than the control group's significantly.
3. The experimental group's pretest scores appears significantly positive than posttest and favorable in following aspects: mathematics attitude,confidence in learning mathematics, mathematics inquiry motivation, and mathematics anxiety.
Third, the factors course to promote connecting abilities:
1. The tutor provides students distinct guidance.
2. Students learn from the scaffolding supplied by the peers.
3. Developing the habit observe the appearance of things by making mathematics journal.
4. Because of multi-level instruction, students like to learn mathematics.
Our results show the course on life connection is consistent with the intention of life-oriented mathematics, effective class discussion, more opportunities for students to consider problems, multi-level instruction, and the change of making the teachers to be guiders paying more attention to students’ learning interest. At last, we give some advice on life-oriented mathematics implemented in the primary school for teaching and further study.
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