| Summary: | 碩士 === 國立臺南大學 === 應用數學系碩士班 === 105 === The main purpose of this research was to investigate the Magic Board into teaching to understand the effects of learning performance and attitude among the third graders for the concept of grams and kilograms in mathematics. Meanwhile, we want to know the differences between problem-solving abilities of students of different levels of achievement.
Both quantitative and qualitative methods were utilized to collect and analyze the data in this study, focusing on the curriculum design to teach the concept of grams and kilograms for the third graders. The study groups were the 47 students of two third grade classes in a public elementary school in Rende District, Tainan City. The students were categorized into the Experimental Group and the Control Group. Prior to the experiments, pre-tests with The Math Attitude Scale by Sung (2007) were given to the experimental group students. After the teaching experiments, the two groups of students received the post-experiments tests with Grams and Kilograms Math Achievement Test. Students in the experimental group also received the post-experiments tests with The Math Attitude Scale. Moreover semi-structured interviews were conducted for the experimental class to further collect the qualitative data.
The conclusions of this research were in the following:
1.Third grade's performance of solving Grams and Kilograms Math Achievement Test was difference: All the samples were analyzed or analyzed with the experimental group and the control group: the best performance type is kilograms and grams of conversion and comparison; the worst performance type is calculation of weight.
2.Comparing leading in magic board into the concept of grams and kilograms teaching with traditional teaching, there were no significant difference between the experimental class and the controlled class on their performance of solving Grams and Kilograms Math Achievement Test.
3.Students' attitudes towards learning mathematics in the experimental class were no significantly enhanced after receiving integrating magic board into the concept of Grams and Kilograms.
4.After leading in magic board into the concept of Grams and Kilograms, there were differences on the problem-solving strategies among the third grades with different levels: Different levels of school children can correctly understand the meaning of "cognition of kilograms and grams", "the basic calculation of weight", "kilograms and grams of conversion and comparison" type, and can read the key sentences, answer correctly; Middle level student remembered "weight of the measured and estimated" type of minimum scale on the learning process; Low level student didn't remember the meaning of minimum scale on "weight of the measured and estimated".
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