Research the learning effect on the Game Integrated into the Fraction and Decimal Teaching of Forth Grade in Elementary School.

• Main Authors: Chiang, Mei-Chuan, 江美娟
• Other Authors: Lin, Yuan-Horng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/71571866720081159532

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 101 === The purpose of this research was to investigate the effects and the learning attitude of the game integrated into the mathematic teaching of fourth graders on two sections, fraction and decimal. The student problem chart and the ordering theory were used to analyze the learning types and hierarchical structures of items. Based on the quasi-experimental design of fourteen hours of teaching, the subjects were fourth graders students from two different classes in an elementary school in the Taichung city. One class was assigned as the experimental group and the other was the control group. The design of fourteen hours of teaching, and traditional teaching strategies were applied in the control group while the game were incorporated in the experimental group.The results of this study are as follows. 1. As the result from analysis of covariance, there was no significant difference found between the higher achievers from the experimental group and those from the contral group, under-achiever s’ learning effect of experimental group was significantly better than that of the contral group in the fraction and decimal learning activities. 2. According to the S-P chart regarding students’ learning types, neither C-typed students nor C’-typed ones were found in the fraction learning activities.During the decimal learning activities,all of the students in the experimental group belonged either to the A type or to the A’ type,it appeared that the learning condition with the game integrated into the mathematic teaching was better than that of traditional teaching strategies. 3. The S-P chart and the ordering theory were applicable when it came to analyzing the students’ learning results in the fraction and decimal units. Therefore the current study results can provide ideas for teaching material writers and teachers when they design curricula and remedial instruction programs. 4. The game integrated into the mathematic teaching not only enhanced the effects in the academic performance but also effectively improved the learning interests.