- 期刊
數學教學融入桌遊活動對學生學習動機與學習興趣影響之研究
The Impact of Tabletop Games Implemented in Primary School Mathematics Curriculum on Learning Motivation and Learning Interest
摘要
本研究旨在探討桌上遊戲融入數學「最大公因數與最小公倍數」單元之教學，對國小學生的學習興趣與學習態度之影響，以提升與提供優質之教學內容與規劃，同時符合聯合國永續發展目標4.1之要項。本研究以準實驗研究法，比較採用自製桌遊與市售桌遊進行數學教學活動設計，以及運用傳統講述教學法的差異。研究對象為苗栗縣某公立國小六年級兩個班級共40名學生，分為實驗組學生接受「桌遊融入數學教學」模式20名，以及對照組學生接受「傳統講述教學」模式20名，並以「數學學習動機量表」中學習動機問卷與學習興趣問卷之量化資料，輔以教學及課室觀察進行分析。研究結果顯示：在學習動機部分，「桌遊融入數學教學」的情境有助引起學生注意力，具備提升學習動機的效果；但對數學學習的連結感與共鳴感沒有助益。而在學習興趣部分，「桌遊融入數學教學」的情境能培養學生學習反思、活用知能，有助於提升學習興題。
並列摘要
This research investigates the influence of primary school students' learning motivation and interest while using tabletop games in teaching the unit of mathematics, 'highest common factor and least common multiple' It is expected that this study could provide one of the examples of quality education to fulfil the target of Sustainable Development Goal (SDG) 4.1. The quasi-experimental research method is used to compare the differences between integrating tabletop games and using traditional pedagogy in mathematics course. In addition, the participants involved in this research are 40 grade-sixth students from one of the public primary school in Miaoli County with 20 students in the experimental group who received 'integrating tabletop games with mathematics learning', and the other 20 students in the control group who received 'traditional pedagogy'. The results are analyzed based on the quantitative data (Mathematics Leaning Motivation Scale) and classroom observations. The analysis reveals that: 1. the way of integrating tabletop games into mathematics course could elicit students' attention and their willingness to participate in learning: 2. it is useful to encourage students to use their professional knowledge, inspire self-reflection and enhance leaning interest through the approach of integrating tabletop games into mathematics course.