A Study of the Curriculum Design of Associated Play of Miniature Concepts and Scale Concepts Via van Hiele’s Five-Phase Learning Model－an Example of the Sixth-Grade Students

• Main Authors: TSAI,WU-YEN, 蔡武諺
• Other Authors: WU,DER-BANG
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/85083621264010523524

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 study was undertaken to explore the sixth-grade students’ learning attitude and academic performance about miniature concepts and scale concepts influenced by “the Teaching of Associated Play with van Hiele’s Five-Phase Learning Model”. This study presents partial results from the project “A study of mathematicl achievemen and mathematicl learning attitude with the teaching of associated play”, funded by National Science Council of Taiwan (NSCTW, Grand No. NSC100-2511-S-142 -005), principal investigator (co-PI): Der-Bang Wu.(2012). The study was based on quasi-experimental design of nonequivalent pretest-posttest designs. The elementary school pupils in Taichung were the object of this reasearch selected on purpose. Thirty two students in the same class were select from the sixth grader of an elementary school in Taichung country to be the experimental group and accepted the Teaching of Associated Play with van Hiele’s Five-Phase Learning Model. Thirty two students in another class qualified with assisting requirements were selected from the sixth grader of the same elementary school in Taichung to be the controlling group and accept the Traditional teaching method. After designing the academic program, two elementary school teachers and a professor were given a chance to modify the academic program and the resarch tools. Students were given a chance to accept the resarch tools with pencil and paper test in a pilot test. Then the researcher modified the design of the academic program and the resarch tools by referring the results of the pilot test. Finally the researcher administrated the academic program in a class setting. The effect of mathematical game teaching is investigated through students’ learning scripts, mathematicl achievement test, mathematicl learning attitude test and Wu-Shey plane geometry cognitive development test. According to the goals of study and the data analysis,obtains the findings to pick states as follows: 1. Students’ feedback about the course is to respond to literature reviews. 2. After having the mathematical course of associated play, pupils had achieved the learning goals of mathematical teaching. 3. After having the mathematical course of associated play, pupils’ mathematicl learning attitude had been promoted efficiently. 4. After having the mathematical course of associated play, there are no significant differences of van Hiele geometry test score. In conclusion, this research has brought up some suggestions to provide reference materials about the academic program of the teaching of associated play and miniature concept and scale concept teaching for further study. Key words: Five-Phase Learning Model, games, miniature and scale, sixth-grade students, van Hiele, learning effectiveness