The Study of Remedial Teaching in Function through Mathematical Games

• Main Authors: Jia-Wei Liu, 劉佳維
• Other Authors: Ru-Fen Yao
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/10081880546489162467

碩士 === 國立嘉義大學 === 數理教育研究所 === 102 === The case study is aimed at evaluating learning performance of remedial teaching of three eighth-grade students, who have low academic performance on function, by mathematical games, function of pretest and posttest, worksheets, learning logs, and classroom observation. The main findings are: 1. The main misconceptions of the students before the remedial teaching are: regarding it is a function if there is multiple relationship between x and y; regarding many-one is not a function; regarding one- many is a function; regarding x values can not correspond; Unable to determine from the arrow icon, algebraic, narrative text, tables whether it is a function; unable to understand the function symbol f (x) ; Positive and negative numbers mixed arithmetic calculation has its myths; function value can not be calculated from the flow chart; unable to y and f (x) for the link; unable to use the table to find the corresponding function value; depict coordinate points prone to error. 2. The main learning performance of the students in the remedial teaching are: through games of "competitive" and "opportunities and fun" can enhance students' motivation to learn; through the game as "moderately challenging", "educational" in situational mastery arrangement can help students function value calculation and graphing linear functions; through the course of the game the "instant feedback" function can help students revise misconceptions. 3. The main learning performance of the students after the remedial teaching are: the case of students in the correct rate measured over the previous measurements have improved significantly, but some students still have misconceptions to " many-one is not a function " and "judgment the functional relationship from the narratives characterize ".