| Summary: | 碩士 === 國立臺南大學 === 應用數學系碩士班 === 102 === The research was mainly to discuss the Effectiveness of Mathematics Trails in the Eighth Grade Students’ learning factoring. The researchers collected both the quality of the study design about the part of the amount completion of all samples factor learning achievement test. To study the performance of the experimental group and the control group. Then compare the experimental group of students before and after the experimental teaching of mathematics learning attitude scale whether there were differences. Finally, more in-depth analysis of the qualitative interviews experimental test group of high school students grouped low.
This study used a quasi-experimental design, in remote areas of Tainan county, students in the experimental group to promote math trails learning, mining general pedagogy and timely interaction with students in class. 2 classes of 41 students were the study samples to complete the researcher’s factoring Achievement Test and at the same time we used Sung (2007) Mathematics Attitude Scale to do the pre- and post-test in the experimental class through descriptive statistics, independent t -test, paired t-test analysis of quantitative data , etc. Students in the experimental class also semi-structured interviews to collect qualitative data and analyze the report findings in both quality and quantity.
Summarized as follows：
1. Eighth graders show different performance profiles after accepting math trail teaching. The performance between the high score group and the low score group of students were very different. It meant the learning phenomenon was quite clearly bimodal and Students’ learning achievement of the experimental group was better than that of the control group. Besides that, students couldn’t really understand some basic concepts just like 「an unknown number，all proposed common factor」、「two unknown numbers，packet proposed common factor」、「Multiplicative Identities」It showed that students’ basic concepts of factorization were unclear.
2. Grade 8 students accepted mathematics trails teaching (experimental group) better than general teaching (the control group). For them, there was a significant impact on the factoring achievement test.
3. After accepting math trails teaching method, Eighth graders showed significant differences in their attitude towards learning math.
4. In comparing different levels of students in the experimental group after receiving teaching mathematics trails, we found the following:
(1) Three groups of students for teaching mathematics trails expressed affirmation.
(2) Students will try to solve any problems when they have different ideas from others. It means after teaching students mathematics trails, students can increase the opportunities to respect others’ ideas.
(3) Students said they would try and take the initiative to think. If students have the opportunity to operate in advance, next time they will have a profound impression and it will also make them more interested in learning what the teacher taught.
Finally, researchers conducted exit surveys to determine the problem of teaching activities, they raised and suggested some for future research related to teaching.
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