| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 107 === The purposes of this research were to explore Grade 3 and 4 students’ conceptions of angle, including angles embedded in corner, intersection, path, inclination, opening and limited turning situations, as well as reservation of angle. Moreover, the Grade 3 and 4 students’ improvement of distinguishing turning angles before and after receiving a textbook lesson involving concepts of turning angle were examined. The participants included six third-graders who were recruited from a class of a public elementary school in Taipei. To obtain a comprehensive understanding of students’ conceptions of angle, a qualitative approach, namely, a case study incorporating with surveys and interviews, was conducted for collecting the six participants’ notions about angles from their third and fourth grades.
The main findings of the research are presented as follows:
1. All of the students could correctly identify the angles embedded in corner, meeting, and path situations at the end of their fourth-grade. However, students’ mistakes were still found in inclination situation.
2. For the students’ performance in identifying the angles embedded in the opening situations, the folding ruler and music boxes were observed to be more difficult than the door, hand fan and piano cover due to the different representations provided in the worksheets.
3. The students identified the angles embedded in the various situations depended heavily on the features of an angle and the definition of an angle figure such as “acute,” “angular figures,” and “two lines meeting at one points.” For identifying angles embedded in limited turns, some students could consider that the indicating hands pointing at “0” and “2” represent the arms of an angle, respectively.
4. All of the students could correctly compare the sizes of the angles without being affected by the arc length, the thickness, and length of the angle arms at the end of their fourth-grade.
5. After receiving the instruction of turning angles based on the mathematics textbook unit, the students showed improvements in identifying the angles embedded in the limited turns but it was not the case in the opening situations.
|
|---|
