Utilizing the Conception of Similarity and Slope to Explain the Myth on Geometric Graph

• Main Authors: Liu, Ching-Ten, 劉清田
• Other Authors: Huang, Chien-Chung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/03201693797125105003

碩士 === 國立臺南大學 === 應用數學系數學教材研發產業碩士專班 === 102 === This study aimed to ascertain how to utilize the conception of similarity and slope to explain geometric drawing in mathematics. The experiment with total 171 students were from elementary school (forth to sixth grade) and junior high school (seventh to ninth grade) separately in Yongkang District, Tainan City. The author planed two experimental processes; hence, this research presented a fuller understanding in different stages. Firstly, five geometric drawing educational materials were allocated to subjects individually. Next, the four large triangle and sixty square teaching aides were distributed among experimental subjects to produce the unique figure named GEOMETRIC PUZZLE. Based on the experiment, nine conclusions were observed. A. The weak connection were observed between the math grade and the gender. B. Without the educational materials, the students, who were nervures, anxious and serious, got the lower marks. C. With the educational materials, the students, who were comfortable, relaxed and calm, got the higher marks. D. The experimental section with educational materials, the students were willing to be volunteers produce creative figure by their own. E. Most of subjects could complete to produce creative figure. F. No subject could utilize the conception of similarity to solve problems. G. Most of subjects understood the triangle area did not change in movement or rotation. H. Over fifty percentages of subjects were not familiar with different kinds of geometric drawing, and the concept is hard to explain by students. I. Twenty percentages of subjects produced many kinds and diverse unique figures, GEOMETRIC PUZZLE, in one experimental section.