Research on the Influence of Applying GeoGebra to the Remedial Instruction in Polynomial Function and its Graph on the Tenth Graders

• Main Authors: Yang, Yu-Cheng, 楊淯丞
• Other Authors: Huang, Chien-Chung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/60216266846769319560

碩士 === 國立臺南大學 === 應用數學系碩士班 === 102 === This research aimed to study the influence of applying GeoGebra to the remedial instruction of polynomial function and its graph on the learning effects and learning attitude of the tenth-grade students and to examine whether the result of the target method retained, in the hope of being a source of reference for math teachers who are considering adopting GeoGebra when teaching relevant units. This research design applied both qualitative and quantitative methods, mainly based on quantitative analysis, with the assistance of qualitative analysis. The participants of this research were the tenth graders of a municipal school in Tainan who belonged to the bottom thirty percent of the students according to their academic performances in mathematics. The participating twenty-seven students took a four-week remedial course in polynomial function and its graph, attending twelve classes in total. At the end of the instruction, the differences in their learning effects, attitude, and retention were thoroughly collected and carefully analyzed. With the combination of the literature review and research results, it was concluded as follows: 1. Those who studied with the help of GeoGebra made a significant difference in their learning effects in polynomial function and its graph. Among these students, high and average achievers made a significant difference, while low achievers did not. 2. Those who studied with the help of GeoGebra did not make a significant difference in their learning attitude in polynomial function and its graph. No matter which group, none made a significant difference. 3. Those who studied with the help of GeoGebra did not demonstrate long-term retention of their learning effects in polynomial function and its graph. 4. Those who studied with the help of GeoGebra showed higher acceptability towards graphs and were able to make simple judgments through graphs during the problem-solving process. Based on the above-mentioned results, this research offers concrete suggestions for mathematics instructors and further study for reference.