| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育學系 === 101 === The purpose of this research was to develop a mathematics learning game named “Frac Dash” focusing on equivalent fraction concept learning, and to examine students’ performance and representational fluency in equivalent fraction. Students’ attitude toward Frac Dash game and toward mathematical learning were also analyzed.
Quasi-experiment design was implemented. There were 55 students in the control group using the virtual manipulative, while 57 students in the experimental group using gaming strategy to learn the equivalent fraction concepts. Both groups of students already have prior knowledge about equivalent fraction concepts. Data sources included a pretest and a posttest of students’ equivalent fraction concepts and a student attitude survey.
The results indicated that (1) Students’ performance using Frac Dash game were better than students’ performance using virtual manipulative (p=.041<.05). (2) Experimental group has significant improvement on the transformation from symbolic(S) to symbolic representation, transformation from pictorial(P) to symbolic representations and translations from pictorial to pictorial representations (S→S, p=.000; S→P, p=.000; P→S, p=.000). (3) According to the survey, students gave positive feedback to math game. Students also had positive attitudes toward using the Frac dash game to learn fraction concepts.
|
|---|
