| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 100 === Abstract
This research aims at probing into the impact of mathematical model-eliciting activity on 3th graders’ attitudes toward math learning and academic achievement on math learning, and it also discusses the problems having emerged during the process of this practice and the solutions to them. The researcher adopted action research methodology and conducted the three-phase action research from August, 2010 to April, 2011. The instrument used is “Fennema-Sherman mathematics learning attitudes scale” created by Li Mo Ying(1983), which was adapted by Fennema-Sherman(1978). Besides, the researcher used mathematical model-eliciting activity from “Case Studies for Kids” teaching activity to do the teaching, in the hope that students can, through the problems that they encounter in the real-life milieu, apply different problem-solving strategies under the mathematical model-eliciting activity pattern, which helps improve students’ creative thinking and problem-solving abilities. This process of research involves video-taping, picture-taking, questionnaire research, group interviews, and the scores all the students have got on the monthly exam during this research period.
The research found that mathematical model-eliciting activity remarkably improves students’ mathematics achievement. The four scales of students’ mathematics learning attitude --- "motivation scale", "teacher scale", "confidence scale" and "usefulness scale" --- have been notably improved, while "success scale" and "anxiety scale" have not reached the standard after the experiment, where students’ average scores have been improved simply slightly; the students’ change is not obvious.
|
|---|
