An Action Research of Integrating Financial Education and Mobile Device into Mathematics Learning －A Case of 3rd graders in Taipei

• Main Authors: HSU, MIN-LING, 許敏玲
• Other Authors: LIU, HSUAN-KU
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4b3c66

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 105 === An Action Research of Integrating Financial Education and Mobile Device into Mathematics Learning －A Case of 3rd graders in Taipei Abstract The purpose of this study is to explore the development process and the implementation effectiveness of third-grade financial education, in combination of mobile devices in mathematics curriculum. Twenty-eight students in a metropolitan elementary school of Taipei City were selected as the research subjects and eighteen mathematics lessons were given afterwards by the researcher. Inspection and analysis were conducted in methods of observation, interview, document collection, diary of instruction, pre-test and post-test questionnaires. The conclusions of this study are shown as follows: 1. Qualitative analysis of student observation, interviews and document collection (1) Students can participate positivly in theme-based instruction. (2) Students are more capable of using allowances and budget, and treasuring resources. (3) Students can combine financial literacy with mathematical skills in daily life. (4) Students can employ mobile devices to assist in the establishment and the use of financial concepts. 2. Quantitative analysis of " cognition test paper " and " questionnaire of financial concept " (1) The results of post-test on" cognition test paper " and " questionnaire of financial concept " are higher than those of pre-test, which shows significant differences. The finding demonstrates that the implementation of financial education courses is considerably effective for enhancing students’ cognitive and financial concepts. (2) After the financial education related courses, students take more of the interest. 3. Reflection and progress of the researcher (1) The implementation of financial education courses in mathematics lessons is substantially helpful for students, which is practical and do not cause any inconvenience in teaching. (2) With the implementation of financial education courses, financial-related knowledge and notion of the researcher have improved considerably.