本研究旨在探究運用動態表徵於整數四則混合運算對國小學生學習是否有所助益,其主要研究目的為動態表徵之教材設計以及了解運用動態表徵對於不同數學程度學生學習成效與認知負荷之影響。 本研究以準實驗研究法進行,以新北市某國小四年級兩個班共50位學生為研究對象,一班為實驗組,另一班為控制組。實驗組運用具動態表徵教材進行課程,控制組則使用之教材則不包含動態表徵,共進行四節課的教學實驗,以了解兩組學生在整數四則混合運算學習成效與認知負荷是否有差異。研究結果顯示運用動態表徵有助於促進國小學生正確進行逐次減項,亦有助於促進國小學生對於算式中括號意義的了解,並能降低國小學生的認知負荷,尤其能有效降低國小學生教材困難度認知負荷。
This study used dynamic representation on four arithmetic operations of integer for fourth grade students. There were two main purpose of this study. One was developing a dynamic representation design teaching material. The other was exploring dynamic representation’s influence on different levels students’ learning outcomes and cognitive load. The research method was a quasi-experimental research design. There were 50 fourth grade students selected from one elementary school to participate four lessons long experiment. One of the two classes was assigned as the experimental group, which uses dynamic representation design, and the other as the comparison group, which uses a design without dynamic representation. The results showed that using dynamic representation could effectively improve students’ learning outcomes, and reduce extraneous cognitive load.