A study of first graders’ performance of using pattern blocks to explore puzzle activities

• Main Authors: Sho-Chan Chen, 陳淑貞
• Other Authors: Yuan Yuan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/58416685593165577996

碩士 === 中原大學 === 教育研究所 === 101 === Abstract This study aims at investigating the mathematical manipulating and thinking processes of thirty first graders by asking them for completing four graphic templates. All subjects, according to the Van Hiele level of the development of geometric thought, were ranked at Level 1 (Analysis) and were divided into two groups by using different presentations (virtual and physical) of pattern blocks. Their performing differences influenced by the use of various teaching aids were therefore compared and analyzed. The results could be summarized as follows: I. For their similarities: 1. For triangular and square puzzles, the patterning skills of two groups were roughly the same. 2. Symmetrical patterns could be accidently brought out by the students. However, it was hard for them to name it and grasp its idea. 3. The children were very sensitive to line-alignment and line-outstepping while pattern-matching. 4. The use of orange squares and white rhombuses was not easy to fight with other shapes of blocks row together. 5. The children’s prior choice in the pattern blocks strategically dwelled on colors rather than shapes. 6. The students found out that using larger blocks shortens their patterning time. 7. The children would repeatedly adopt the same patterning skills they were familiar with. II. For their differences: 1. Students in the virtual group spent more time in rotating and moving blocks. However, comparing to the use of physical blocks, the virtual blocks are easier to select and delete blocks. The patterning speed was dramatically curbed due to the students’ imperfect mastery over the mouse operation. Students in the physical group spent fewer time in manipulating the blocks, they spent more time in selecting blocks, replacing blocks and piecing two joining parts together. 2. The computer application would align and fit the pieces in automatically and seamlessly while the students placed the blocks. This system help the students complete fight schedule graphics. With quick and convenient access to the software functionality in vertical and horizontal flips. Students in the virtual group were easily observed and judged whether they developed the concepts of “verticality” and “horizontality” or not. 3. Students in the virtual groups hollowed-out patterns and picture overlays made the students attentive to the shape-composing and shape-decomposing dynamics from the computer program.