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研究生:連得宇
研究生(外文):Line, Te-Yu
論文名稱:應用雲端虛擬教具於合作數學寫作對國小學童數學學習成效之研究
論文名稱(外文):A study on the effectiveness of elementary school students in mathematics learning by using cloud-based Virtual Manipulativesequipment in cooperative mathematics writing
指導教授:陳志鴻陳志鴻引用關係
指導教授(外文):Chen, Chih-Hung
口試委員:葉川榮賴秋琳
口試委員(外文):Yeh, Chuan-RongLAI, CHIU-LIN
口試日期:2022-07-13
學位類別:碩士
校院名稱:國立臺中教育大學
系所名稱:教師專業碩士學位學程
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:105
中文關鍵詞:雲端社群虛擬教具數學寫作合作學習
外文關鍵詞:cloud-basedmanipulativescooperative learningmathematics writing
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數學寫作不僅符合十二年國教中,能夠幫助學生進行有意義的數學溝通外,
也確保了每一位學生都有其發表之機會,使教師能夠了解他們的學習狀況,予以
適性的指導與教材,成就每一位孩童。但過往的研究中發現,當班級學生數量較
多時,傳統的數學寫作要進行溝通與討論時有便利性的問題,整理龐大的資料也
不容易。對於初次嘗試此學習方式的學生來說,該如何下筆也是難以克服的問題。
所以研究者嘗試使用雲端社群輔助數學寫作,讓數學寫作不再侷限於空間與時間
的限制,使溝通與討論更為便利。可是對於低成就學童來說,傳統的數學寫作更
容易表達其想法,而且在無具體操作物的情況下,學生較難建構相關知識,反而
成為學習的阻力。因此,本研究希望以虛擬教具輔以學生數學概念的建構,使其
了解圖形的動態變化過程,達到因果式學習。並探討合作學習的介入是否能夠讓
學生更快熟悉數學寫作,以及探討與一般寫作相比,學生的學習狀況有何不同。
本研究採用準實驗研究法,實驗組使用「應用雲端虛擬教具於合作數學寫作」,
控制組採用「應用雲端虛擬教具於一般數學寫作」。研究結果顯示應用雲端虛擬
教具於合作數學寫作與應用雲端虛擬教具於一般數學寫作在數學學習成就、解題
策略能力、學習動機、後設認知傾向與解決問題傾向並無顯著差異,在數學學習
焦慮的降低上有顯著差異。從質性訪談中可以得知學生正向肯定虛擬教具之幫助,
也透漏本系統在操作上還有待改進之處。建議未來進行應用雲端虛擬教具於數學
寫作相關研究時,可以改善系統介面與操作性,並且延長教學實驗設計與使用合
作學習策略,使學生較容易熟悉數學寫作與系統的操作,以突出本教學法的優
勢。
Not only does writing mathematics help students communicate meaningfully in
the 12-year curriculum, but it also ensures that every student has the opportunity to
publish so that teachers can understand their learning status and provide appropriate
instruction and materials for each child's achievement. However, previous studies
have found that when the number of students in a class is large, traditional math
writing has problems in facilitating communication and discussion, and it is not easy
to organize a huge amount of data. It is also difficult for students who are trying this
learning style for the first time to overcome the problem of how to write. Therefore,
the researcher tried to use the cloud community to assist mathematics writing, so that
mathematics writing is no longer limited by space and time, and communication and
discussion are more convenient. However, for low-achieving students, traditional
mathematical writing is easier to express their ideas, and without concrete
manipulatives, it is more difficult for students to construct relevant knowledge, which
becomes resistance to learning. Therefore, this study aims to use virtual teaching aids
to supplement students' construction of mathematical concepts, so that they can
understand the dynamic process of graphical changes and achieve cause-and-effect
learning. The study also investigated whether the collaborative learning intervention
could help students become more familiar with mathematical writing and how the
students' learning conditions were different compared to those of ordinary writing.
This study used a quasi-experimental research method, with the experimental group
using "applying cloud-based virtual teaching tools to collaborative mathematics
writing" and the control group using "applying cloud-based virtual teaching tools to
general mathematics writing". The results of the study showed that there were no
significant differences in mathematics learning achievement, problem-solving
strategies, motivation, postulated cognitive and problem-solving tendencies between
applying the cloud-based virtual teaching tools to collaborative mathematics writing
and applying the cloud-based virtual teaching tools to general mathematics writing,
but there were significant differences in the reduction of mathematics learning anxiety.
The qualitative interviews revealed that students were positive about the help of the
virtual teaching tools, but also revealed that there is room for improvement in the
operation of the system. It is recommended that future research on the application of
cloud-based virtual teaching tools to mathematical writing should improve the
interface and operability of the system, and extend the design of the teaching
experiment and the use of cooperative learning strategies to make students more
familiar with mathematical writing and the operation of the system in order to
highlight the advantages of this pedagogy.
目 次
第一章、 緒論.......................................................................................................................... 1
第一節、 研究動機與目的.............................................................................. 1
第二節、 研究目的與假設.............................................................................. 4
第三節、 名詞釋義......................................................................................... 5
第四節、 研究範圍與限制.............................................................................. 8
第二章、 文獻探討.................................................................................................................. 9
第一節 數學寫作......................................................................................... 9
一、 數學寫作的定義與發展 ..................................................................................... 9
二、 數學寫作的優勢 ............................................................................................... 11
四、 數學寫作的限制 ............................................................................................... 15
第二節 虛擬教具與雲端社群..................................................................... 16
一、 科技與數學教學的發展 ................................................................................... 16
二、 虛擬教具的定義與發展 ................................................................................... 17
三、 虛擬教具的優勢 ............................................................................................... 17
四、 雲端社群的優勢 ............................................................................................... 18
五、 雲端社群與數學寫作 ....................................................................................... 19
第三節 合作學習....................................................................................... 20
一、 數學合作學習的意涵 ....................................................................................... 20
二、 數學合作學習的優勢 ....................................................................................... 20
三、 數學寫作與合作學習之探討 ........................................................................... 21
第三章、 系統介紹................................................................................................................ 23
第一節、 系統環境....................................................................................... 23
第二節、 題目編制系統................................................................................ 26
第三節、 社群與回饋功能............................................................................ 28
第四節、 教學流程....................................................................................... 33
第四章、 研究設計................................................................................................................ 39
第一節、 研究架構....................................................................................... 39
第二節、 研究對象....................................................................................... 40
第三節、 實驗流程....................................................................................... 40
VI
第四節、 研究工具....................................................................................... 41
第五節、 分析方法....................................................................................... 47
第五章、 結果與討論............................................................................................................ 49
第一節 教學實驗歷程................................................................................ 49
第二節 研究數據分析................................................................................ 50
第六章、 結論與建議............................................................................................................ 71
第一節 研究討論與結論............................................................................ 71
第二節 研究建議....................................................................................... 73
參考文獻 ................................................................................................................................ 75
附件一 ................................................................................................................................ 84
附件二 ................................................................................................................................ 86
附件三 ................................................................................................................................ 87

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