應用資訊科技輔助國小數學科解題教學之研究－以整數四則運算為例

• Main Author: 李淑鈴
• Other Authors: 王子華
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/6vc295

碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 100 === Abstract The purpose of this research was to explore some circumstances of changes and some reflection on the fifth graders by two kinds of mathematics problem-solving teaching models. And it was focused on the mathematics learning effectiveness, mathematics problem-solving ability, the interest in learning mathematic in the topic of integer four arithmetic operations. The other was taught based on Mayer’s mathematical problem-solving theory by using IRS and wanted to know their reflection. A quasi-experimental design was adopted as the methodology. And sixty-four fifth graders in two classes were selected from an elementary school in Hsinchu County, and were randomly assigned to the two different groups. The experimental group was taught based on Mayer’s mathematical problem-solving by using IRS. The control group was taught by traditional teaching method. The researcher designed the teaching tools and did the experimental study. Before the experiment, both of the two groups were given some pre-tests, including ‘integer four arithmetic operations prior knowledge’, ‘integer four arithmetic operations achievement test’, ‘mathematical problem-solving questions the questionnaire’, and ‘mathematics learning interest inventory’. After being treated in different teaching modes of mathematical problem-solving, they were executed by some post-tests, including ‘integer four arithmetic operations achievement test’, ‘mathematical problem-solving questions the questionnaire ’, ‘mathematics learning interest inventory ’. And the experimental group had to take another test for the ‘IRS instant feedback system applied to Mayer’s mathematical problem-solving teaching of the feelings questionnaire’. Research findings were as follows: 1.The learning effectiveness of students in the experimental group is significantly better than those in the control group. The effect size of improvement in learning effectiveness of higher-group students in the experimental group is better than those in the control group. Thelearning effectiveness of lower-group students in the experimental group is significantly better than those in the control group. 2.The effect size of improvement in mathematics problem-solving ability of students in the experimental group is better than those in the control group. The effect size of improvement in mathematics problem-solving ability of higher-group students in the experimental group is better than those in the control group. The effect size of improvement in mathematics problem-solving ability of lower –group students in the experimental group is better than those in the control group. 3.There is no significant difference between students in the experimental and control groups in their mathematics learning interests. Higher-group students in the experimental group and control have significant difference in their mathematics learning interests. Lower-group students in the experimental group can have better improvement in their mathematics learning interests. 4.Students in the experimental group hold positive attitudes towards the teaching method. Based on the findings, application of technology in solving mathematical problem and suggestions for further studies are provided.