| Summary: | 碩士 === 國立臺南大學 === 應用數學系碩士在職專班 === 106 === The purpose of this study is to explore whether the students of 2nd grade in elementary school are being better learning transfer effect on the teaching interaction when learning the mathematical peers scaffolding. Whether the students of 2nd grade in elementary school can learn through 'math peer scaffolding' First learn the process of re-internalization, strengthen their own cognitive and logical thinking, and improve the learning outcomes of independent problem-solving in the face of the problem situation, with a retention effect.
The study was conducted mainly in Tainan City for the 105th grade of Tainan for two classes of Junior sophomores. The experimental class was a peer-to-peer teaching program. The exam scores of the middle school exam subjects were collected. After independent sample t-exam analysis, Select a student's learning starting point and a class similar to the experimental class as a control class. After two classes were taught over 5 classes, each pair of experimental class and control class was multiplied (2) Unit post-exam and post-exam scores were analyzed by SPSS statistical software by researchers. Is mathematical peers scaffolding learning better than traditional teaching? Two weeks after the exam, the experimental class is postponed. And the post-exam and postponed exam for the experimental class using SPSS statistical software to analyze the mathematical peers scaffolding learning has the effect of preserving the students' learning.
The results of this experiment are as follows:
First, the experimental class through mathematical peers scaffolding, after the exam average score higher than the control class. The score of the experimental class is more concentrated, indicating that the difference in the learning achievements of the experimental class is smaller than that of the control class. Post-exam score, scores, teaching of mathematical peers scaffolding is particularly effective for low-level students.
Second, the average score of post-exam and postponed exam in the experimental class shows no difference between post-exam and postponed exam. After representing multiplying method (2) by teaching of the peers scaffolding method, there is a certain reservation to the experimental class effect.
After two weeks, low-level students improved their grades after the postponed exam. The results indicated that the low-level student retained good results after the teaching of peers scaffolding.
Third, after multiplying (2) teaching through teaching of peers scaffolding, the performance of girls is significantly higher than boys. The results of girls are more concentrated, representing the difference in learning achievement among girls than boys. According to the data of postponing exam, boys and girls average score after 2 weeks, the results of the girls are still significantly higher than boys.
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