| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 101 === The purpose of this study was bi-folds. First, the study was to understand the affects of using GeoGebra in a high school mathematics, inquiry-based class. Second, through design experiment, the study aimed to improve the design of student worksheets. During the study, the four steps of inquiry proposed by Siegel, Borasi and Fonzi (1998) was intergrated into the teaching and the design of student worksheets.
This study was divided into two phases. In Phase one, the researcher investigated students’ learning motivation and the change of viewpoints in the learning environment when the teacher used the inquiry teaching of GeoGebra in the high school Mathematics class. The one-group pretest-posttest design was utilized. Mathematics Learning Motivation Questionnaire and GeoGebra Learning Environment Questionnaire were used.
The result of Phase one showed that there were no significant differences in students’ learning motivation when the teacher used the inquiry teaching of GeoGebra in the high school Mathematics class. In terms of the change of viewpoints in the learning environment, there was a significantly improvement in the Dimension of Student negotiation.
In Phase two, data collection included students’ worksheets, observation with video and audio recording, and interviews. From the collected data, the researcher described and analyzed the real process of students’ learning. In addition, the researcher gained understandings of the difficulties of students’ learning and used them as foundation for modifying the student worksheets.
The result of Phase two showed that students explored the character of ellipse through the activities of paper folding and GeoGebra inquiry. With proper worksheets, students were able to speculate the circle equations and ellipse equations. Further suggestions about teaching with GeoGebra were discussed in this study.
|
|---|
