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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105005

    Title: 故事情境輔助國二低成就學生數學學習之個案研究 : 以等差數列與等差級數為例
    Other Titles: A case study of story-based instruction supporting low achievement students’ mathematics problem : solving on the arithmetic sequence and series unit
    Authors: 紀笙儀;Chi, Sheng-yi
    Contributors: 淡江大學教育科技學系數位學習在職專班
    賴婷鈴;Lai, Ting-ling
    Keywords: 數學低成就;故事情境;數學解題;Mathematical Low-Achievement;story-based instruction;Mathematicals Problem-solving
    Date: 2015
    Issue Date: 2016-01-22 14:45:28 (UTC+8)
    Abstract: 本研究旨在故事情境教材輔助學生等差數列與等差級數數學學習中,以瞭解三名國中二年級數學低成就學生解題行為與學習態度的情形為何,並探討學習過程中的學習困難。
    This study aims to understand how three second-year junior high school students with low mathematic achievement solve mathematical problems,their learning attitude and the challenges they encounter in the learning process while assisting them with story-based instruction in learning arithmetic sequence and arithmetic series.
      The research employs case study methodology. Research subjects are three second-year junior high school students in Yi-Lan County. After utilizing story based scenario in digital learning, the data were collected and analyzed through observation of the subjects, document analyses and interviews with the subjects. The research finding are:
    1. In the process of solving mathematical problems, students observed the pattern of the sequence of numbers and understood the meaning of word problems. They could also retrieve important infotmation in the word problem, but some type of mathematical problems the students could notinterpret into arithmetic sequence related words correctly. The students could associate mathematical problems and infotmation in word problems, but could not find applicable formula to solve the mathematical problem; the students could solve single step mathematical problem but some of the students could not solve more than two-step mathematical problems correctly.
    2. The type of errors occurred included: not being able to observe the pattern in arithmetic sequences and pictures; easily misunderstanding mathematical problems; not being able to interpret observed patterns in arithmetic sequences and pictures into mathematic language correctly; lack in ability to interpret mathematic problems; not being familiar with the concepts; incorrect calculation; misuse of formulas or mixing formulas incorrectly and insufficient ability to calculate or not being attentive enough.
      With story based scenario to assist mathematics learning, students could stay keen tolearn and be motivated to solve mathematical problems. Using story based scenario to assist mathematicslearning, the three students with low mathematic achievement could understand the basic concept of arithmetic sequence unit. It brings positive effects in constructing basic mathematic facts.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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