An Exploring Study on Mathematics Teaching and Learning with Five Cores Connotation: A Case of Word Problem for Linear System

• Main Authors: Chen, Chia-Ching, 陳嘉卿
• Other Authors: Lee, Yuan-Shun
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/9kgwy6

碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 105 === The purpose of this study was to use five cores connotation teaching method to help students obtain conceptual understanding and use different methods to perceive and solve problems. A quasi-experimental approach was used in this research. The researcher taught experimental group students with five cores connotation method and the reference group students were taught by another teacher with traditional teaching method. The data were collected from written tests designed by the researcher, interviews and videotapes. According to the research results, the main findings were as follows: (1) The overall performance of pre-test score was not significant. With respect to the performance of five cores connotation, both experimental group and reference group were best in “giving suitable word problem examples and solving it correctly”, experimental group students reached to 24% and the reference group stuednts reached to 30.8%. (2) The overall performance of post-test score showed a significant difference. With respect to the performance of five cores connotation, both experimental group and reference group were best in “draw a figure(routine problem)”, experimental group students reached to 72% and the reference group stuednts reached to 53.8%. (3) With respect to the effect of learning retention, the delayed post-test scores of two groups were better than post-tests. The delayed post-test scores of the experimental group and the reference group were 0.8 and 0.69 higer than the post-test scores respectively. The learning retention in the experimental group was a little better than the reference group. (4) The experimental group performed significantly better than the reference group both in post-test and delayed post-test. After five cores connotation teaching method, the experimental group could use different methods to help themselves perceive and solve problems. Moreover, in the following units of the textbook, they still maintained the ability to think “why” actively.