| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 105 === Abstract
The purpose of this study was to explore the efficiency of mathematic pre-study in
the third grade pupils who is upgrading to the forth by using case study and survey tools,
examining those cases’ third-year mathematic achievements, and observing learning
achievements and abilities to operate practical activities in the fourth grade. The above
methods could be used to identify the fundamental ability of learning math and discuss
their mathematic pre-study ability in from-third-to-fourth grade. Therefore, the main
data of this research are from two copies of exams with their handwriting traces, which
can see how they solve the questions, in addition to the transcripts from videos and
records.
According to the results of analyzing the cases, this study strongly advocates that
the students should have not only the target ability and learning objectives, which are
provided by government’s nine-year mathematical study, but also need to have the
hands-on capabilities in managing some particular mathematic activities. For example,
students can successfully fold a right-angle paper in a special folding paper class.
Moreover, according to the results, this study also believes that the teaching
interaction is important in the mathematic classes. For teachers, they not only need the
ability of selecting proper teaching materials, but also prepare appropriate activities and
learning experiences for students in time. For students, they should develop own
learning ability, apart from classes, they can learn math from own daily life as well.
Therefore, students could have the highest possibility to learn math successfully when
themselves and teachers are ready.
Conclusively, this study intends to base on the mathematic learning structure from
Nine-Year Integrated Curriculum in terms of sub-year details and competency indicators,
and also the intention and expectation of teaching and learning from this course, along
with the learners’ learning ability and teacher’s assistance. We expect that students
could study math easily in an effectively systematic teaching environment and in a
situation when they have better pre-study ability, hence, a good teaching efficiency and
quality could be expected.
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