The Effects of Integrating Discussing Strategy and Supervised Study with Virtual Manipulatives on Junior High School Students' Learning of 2D Spatial Concept

• Main Author: 何泓葆
• Other Authors: 袁媛
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/42664246622717718744

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 101 === Abstract The study aims to explore the effects of discussing strategy and supervised study integrated with virtual manipulatives on junior high students’ learning 2D spatial concept. We also attempt to examine the influences of diverse mathematic learning achievements and different gender. The study adopts a pretest posttest quasi-experimental design and the subjects are junior high students recruited from a certain school in Hsin-chu. The subjects are divided into two groups, one of which receives the 2D spatial rotation concept instruction of discussing strategy integrated with virtual manipulatives, and the other of which receives the 2D spatial rotation concept instruction of supervised study integrated with virtual manipulatives. Before instruction, subjects are given the pretest of 2D spatial ability in order to ascertain that the abilities between two groups are of an even state. As for the experimental effects, we make an analysis based on two dependent variables, 2D spatial ability posttest and delayed posttest. After instruction, our findings are as follows: 1. As for immediate effect and maintenance effect, the subjects having better mathematic learning achievements are superior to those having lower achievements. In other words, the subjects of higher mathematic achievement have better performance of spatial ability and higher maintenance effect of spatial concept. 2. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between the two groups in the learning effect of 2D spatial concept. 3. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between the two groups in the maintenance effect of 2D spatial concept. 4. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between male and female subjects in the learning effect of 2D spatial concept. 5. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between male and female subjects in the maintenance effect of 2D spatial concept. 6. As for the 2D spatial rotation concept instruction of discussing strategy integrated with virtual manipulatives, the data show that the discussing strategy exerts a great immediate effect on students’ learning of integrated ability and a great maintenance effect on students’ learning of 3D spatial ability. Based on the result of the experiments, we propose a concrete suggestion for future study, teaching plan and mathematic teaching. Key Words: junior high students, spatial ability, virtual manipulatives, discussing strategy, supervised study