An Action Research of Using Magic Board to Develop Instructional Materials of Addition and Subtraction Compare Word Problems for Second Graders

• Main Authors: Ching-Yi Chiu, 邱靜宜
• Other Authors: Yuan Yuan
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/98094311712941424009

碩士 === 中原大學 === 教育研究所 === 100 === This study aimed at exploring the instructional materials and teaching activities on the process of implementation in application of the Magic Board in comparison of word problems for second graders. The researcher adopted the model of action research, and chose second graders of two classes at an elementary school. A total of Sixty-three students participated on the teaching process; data collection including discussion records in research group meetings, reflections, pre-and-post learning and studying and interviews, teachers' classroom observation and records, teaching videos, and organized, analyzed. The findings of the study show as follows: 1. The instructional materials of this study can be found at Website http://magicboard.cycu.edu.tw/asp/search/loadobj.asp?pid=3945. Six pages in total, each contains one kind of questions, designed in accordance with the Polya problem-solving process. 2. Questions of design in teaching materials should consider students in the "specific objects" (such as, patterns, building blocks, apples, etc.). It is changed to "coin-type" questions (such as coins, one dollar, five dollars, or 10 dollars), whether students have their learning difficulties. If they are unable to give correct answers of problem-solving, it is necessary to add "semi-specific objects" (eg. in a drawing of ⑩, ① or О) a way of graphics so students may grasp the meaning. 3. There are two points needed to pay attention to on the teaching process: (1) When teachers guide students to grasp the meaning of questions, the questions signed should be "open" (For example: Why do you think so?), a question in a form of language should allow students as much as possible to find problem-solving errors on their own. (2) When lines and graphs are used to guide students to solve problems, they must clarify the meaning of the length of lines, and the corresponding location, rather than just ask what the "digital numbers" represent. 4. The application of Magic Board may not still unable to effectively eliminate students' strategy of utilizing keyword problem-solving. Nevertheless, the real operation of the Magic Board can enhance students' learning interest and motivation. Consequently, their learning as well as confidence can be enhanced and increased and their fear toward mathematics may be on the decrease.