| Summary: | 碩士 === 國立臺灣師範大學 === 數學系 === 106 === Researchers are prepared to design dynamic geometric environments to help students learn the principles of linear programming, after analysis of the domestic version of the textbook on the linear programming and then through Dubinsky's APOS cognitive theory put forward the concept of decomposition (genetic decomposition). Suppose that students learn the proper track of linear programming, so as to explore the cognitive structure of students learning linear rogramming, It is helpful to explain how a particular mathematical concept is to learn and how to teach it, and the genetic decomposition is not unique, and even under the same subject, The cognitive characteristics of the genetic decomposition of the mathematical concept can help to understand the course of student concept construction, thus provide the reference of the researcher's dynamic geometric teaching design, and then discuss the learners' learning performance in different environments after dynamic geometry teaching.
This study uses quantitative analysis and qualitative analysis，assist students in learning through dynamic geometry，divided into experimental group and control group，students who study different ways of learning have different learning performance in the principle of linear programming，there was a significant difference for p = 0.001，and after a semi-structured interview, we discuss how the two groups learned in the learning process and how they think. And reconstruct the original decomposition structure map, from the case study process and cross-case analysis to explore where learning difficulties and dynamic geometry help.
|
|---|
