| Summary: | 碩士 === 國立高雄師範大學 === 數學系 === 106 === Abstract
This study uses「Experimental research」which main purpose is to compare the learning effectiveness of Vector coordinate representation of the second grade students of senior vocational high school with two teaching methods: 「Incorporating mathematic history into mathematics」and「Traditional teaching」. The other purpose is to explore whether the learning attitude changes of the experimental group student.
This research used nonequivalent pre-test post-test designs. The research subjects were 67 artistic students in two different classes of the second grade students of senior vocational high school. The researcher used Non-random way and separated them into two groups. One is the 「Experimental group」and the other class is the 「Control group」. The researher edited teaching materials with course outline and Implemented 「Incorporating mathematic history into mathematics」in the experimental group, and implemented「Traditional teaching」 in the control group without using self-made teaching materials.
The teaching experimental process were six periods. The experimental unit is「Coordinate representation of vector」. After the experiment, the data collection was completed and analyzed in two parts: "quality" and "quantity". As to the the part of "quality", the researcher can explore the experience and the feeling of the experimental group students after accepting the「Incorporating mathematic history into mathematics」 through the feedback questionnaire and interview records. As to the the part of "quantity", the researcher used pre-test and post-test and used statistical methods to compare the mathematics learning achievement of the experimental group and the control group students with two different teaching methods,
After this teaching experiment, the conclusions are the following:
1. The result of the mathematics learning achievement of the experimental group studetns who were accepted 「Traditional teaching」and「Incorporating mathematic history into mathematics」has no significant differences and has no positive influence.
2. The result of the mathematics learning achievement of the control group studetns who accepted 「Traditional teaching」has no significant differences and positive influence either.
3. The result of the learning attitude of the experimental group students who accepted the「Incorporating mathematic history into mathematics」has positive influence and significant differences.
4. The result of the learning attitude of the control group studetns who accepted 「Traditional teaching」has positive influence but no significant differences.
5. Most of the experimental group students agree that「Incorporating mathematic history into mathematics」can help them generate interests in learning.
6. Most of the experimental group students agree the teaching material of 「Incorporating mathematic history into mathematics」and are curious about it.
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