Applying Learning-Community on First Graders in Elementary Math Teaching: Unit “Subtraction within Integers 18” As Example

• Main Authors: Li-Ling Huang, 黃麗玲
• Other Authors: Chien-Chung Huang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/vxmjb2

碩士 === 國立臺南大學 === 應用數學系數學科教學碩士班 === 103 === This research discussed the influences in learning achievement and attitude after applying learning community toward mathematics teaching in first-grade elementary school. We first analyzed the differences between experiment and control group from their performances in fundamental addition and subtraction, their achievements in mathematics learning and their changes in learning attitude before and after applying the concept of learning community in experiment group. Then we collected the responses and problem-solving ability improvements from students with high, intermediate and low basic addition and subtraction exam performance after applying learning community on teaching. Our contributions can be served as a reference in future elementary mathematics teaching. This research was conducted under quasi-experimental design. Subjects collected from a public elementary school in Guantian, Tainan. For quantity analysis, we collected the performances of basic addition and subtraction exam from both the experiment and control groups then carried out a mathematics learning motivation test to the experiment group. SPSS 21.0 / WINXP and EXCEL 2010 are used as statistical and analytical tool in data processing. For Qualitative analysis, two students were selected from each high, intermediate and low performance group and individual interviews were hold to collect data about their learning attitude and quiz-solving strategies. The conclusions are generalized as below: 1. First grade elementary students often have certain degrees of understanding toward fundamental addition and subtraction operations. 2. Experiment group students generally have better performances in basic addition and subtraction exam. 3. After applying the concept of learning community, experiment group students have remarkable better basic addition and subtraction exam performances than control group. 4. After applying the concept of learning community, experiment group students revealed a notable improvement in mathematics learning attitude scaling test; which refers that teaching with learning community has a positive effect on students’ learning attitude. 5. In the unit “Subtraction Within 18 Integers”, most students prefer learning with learning community strategies. 6. In the unit “Subtraction Within 18 Integers”, some intermediate-level students are lack of confidences of their peers. 7. The performances of experiment group students in basic addition and subtraction exam can be induced as below: I. Most high and intermediate-level students can properly plan their quiz-solving strategies according to the quiz contents. II. Low-level students often misunderstand the keywords in quiz. Also, they often lack of sufficient semantic understandings, capabilities to integrate problems and monitoring. III. High-level students solve quiz with integrated by 10 or decompose strategies. IV. Intermediate and low-level students solve quiz with counting numbers, start from a certain number plus a number then count from there, numbers minus a certain number and count down from there one by one, or dividing strategy. 8. In the unit “Subtraction Within 18 Integers”, students often learned through interaction with peers and teachers. 9. Intermediate and low-level students easily confused in quiz translation and integration stage.