國小一年級學生使用六形六色板 進行圖形拼排歷程之研究

A study of first graders’ performance of using pattern blocks to explore puzzle activities

陳淑貞(Sho-Chan Chen)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00155

摘要

摘 要
本研究旨在探討30位van Hiele幾何思考層次一的一年級學生，利用「數學教學工具－Math Teach Tool III」的虛擬六形六色板與實體六形六色板教具，做四種圖形的拼排表現，並分析其在使用不同的教學輔具介入時表現的異同。
研究結果如下:
一、兩組表現相同的部分：
1.對三角形、正方形的拼排方式大致相同
2.學生能排出對稱圖形，但不知稱為對稱圖形
3.學生對於「超過黑線」、「對齊黑線」會很在意
4.學生發現橘色正方形、白色平行四邊形不易與其他形狀的積木拼入圖形中
5.學生選取積木的優先序為顏色，其次是形狀
6.學生發用較大塊積木排入比較快
7.學生會重複使用相同的拼排方式
二、兩組表現不同的部分：
1.虛擬教具組因滑鼠使用上不上手，拼排時須花較多時間在旋轉與翻轉圖形上，故影響拼排速度，但在功能設計上選取及刪除積木較快速容易；實體教具組在積木的平移、旋轉、翻轉較不受限制，故拼排速度較快，但選取積木、放回積木及處理縫隙上則較花時間。
2.虛擬教具組能藉由軟體邊與邊會自動對齊緊密相連的功能，協助拼排圖形的完成；研究者比較能藉由學生是否使用軟體垂直與水平翻轉改變圖形的功能，觀察到學生是否具備水平與鉛直概念。
3.虛擬教具組學生較能由操作環境看到面積的分割與重組現象；實體教具無法注意到面積的分割與重組的現象。

關鍵字

圖形拼排歷程 ； 六形六色板 ； 虛擬教具 ； 國小一年級

並列摘要

Abstract
This study aims at investigating the mathematical manipulating and thinking processes of thirty first graders by asking them for completing four graphic templates. All subjects, according to the Van Hiele level of the development of geometric thought, were ranked at Level 1 (Analysis) and were divided into two groups by using different presentations (virtual and physical) of pattern blocks. Their performing differences influenced by the use of various teaching aids were therefore compared and analyzed.

The results could be summarized as follows:
I. For their similarities:
1. For triangular and square puzzles, the patterning skills of two groups were roughly the same.
2. Symmetrical patterns could be accidently brought out by the students. However, it was hard for them to name it and grasp its idea.
3. The children were very sensitive to line-alignment and line-outstepping while pattern-matching.
4. The use of orange squares and white rhombuses was not easy to fight with other shapes of blocks row together.
5. The children’s prior choice in the pattern blocks strategically dwelled on colors rather than shapes.
6. The students found out that using larger blocks shortens their patterning time.
7. The children would repeatedly adopt the same patterning skills they were familiar with.
II. For their differences:
1. Students in the virtual group spent more time in rotating and moving blocks. However, comparing to the use of physical blocks, the virtual blocks are easier to select and delete blocks. The patterning speed was dramatically curbed due to the students’ imperfect mastery over the mouse operation. Students in the physical group spent fewer time in manipulating the blocks, they spent more time in selecting blocks, replacing blocks and piecing two joining parts together.
2. The computer application would align and fit the pieces in automatically and seamlessly while the students placed the blocks. This system help the students complete fight schedule graphics. With quick and convenient access to the software functionality in vertical and horizontal flips. Students in the virtual group were easily observed and judged whether they developed the concepts of “verticality” and “horizontality” or not.
3. Students in the virtual groups hollowed-out patterns and picture overlays made the students attentive to the shape-composing and shape-decomposing dynamics from the computer program.

並列關鍵字

virtual manipulatives ； pattern blocks ； first graders ； the patterning process

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