圖形表徵融入多項式電子白板教學之成效

The effect of using graphical representation to teach Polynomial in the mathematics field with interactive electronic whiteboard.

賴文儀(Lai,wenyee)

指導教授 ： 洪志成

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

本研究旨在探討圖形表徵運用於電子白板教學對於國中學生多項式四則運算學習成就、數學科學習態度、數學科自我效能感的影響。本研究以南部某國中八年級三個班共96位學生為樣本，研究方法採用準實驗研究不等組前後測設計，進行十節課的實驗課程。實驗組一接受圖形表徵操作融入電子白板教學；實驗組二接受電子白教學；控制組為傳統講授法。研究工具包括「多項式四則運算成效測驗」、「數學科學習態度量表」、「數學科自我效能感量表」，研究資料採單因子共變數分析及多元逐步迴歸分析進行分析。研究結果如下：
一、圖形表徵融入電子白板教學對學生多項式四則運算學習成就有正向且顯著的影響。主要差異在於低程度學生多項式四則運算之概念理解、中等程度學生「認識多項式及相關名詞」與「多項式的乘法」單元學習學習成就顯著優於控制組。
二、圖形表徵融入電子白板教學對學生數學科學習態度有正向且顯著的影響。
實驗組一學生之數學科學習態度顯著優於實驗組二與控制組，只有電子白板教學不足以提升學習態度。
三、圖形表徵融入電子白板教學對學生數學科自我效能感有正向且顯著的影響。
實驗組一在「數學科自我效能感量表」後測分數顯著優於對照組與實驗組二。
四、在多項式四則運算成就測驗整體與單元學習成就的主要預測變項方面，實驗組一為學習方法；實驗組一中程度組為個人負向效能知覺；實驗組二則為上學期數學成績。

關鍵字

圖形融入電子白板教學 ； 學習成就 ； 學習態度 ； 自我效能感 ； 多項式

並列摘要

The purpose of this study was to use graphical representation with interactive electronic whiteboard to investigate the effects of Four Fundamental Arithmetic Operations of Polynomial in the mathematics field for eighth-graders in the junior high school. The learning effects include Four Fundamental Arithmetic Operations of Polynomial learning achievement, attitude toward learning Mathematics and students’ self-efficacy about learning mathematics.
In this study, the objects are the eighth-graders of the three classes of Y Junior High School in Tainan City. The study used the unequal-group experiment design for ten classes of mathematics experimental courses. Subjects were divided into three groups. “Experimental group 1” received instruction of using graphical representation with interactive electronic whiteboard. “Experimental group 2” received instruction along with interactive electronic whiteboard.“Control group” received traditional instruction with a blackboard.
The instrument of this study included : 1) the test of Four Fundamental Arithmetic Operations of Polynomial learning Achievement, 2) the Attitude toward Learning Mathematics Scale,and 3) the Mathematics Learning Self-efficacy Scale.
The statistical method used include one-way Analysis of Covariance and matched sample design t-test. The findings of the study are as follows:
In the test of Four Fundamental Arithmetic Operations of Polynomial , the results showed using graphical representation with interactive whiteboard is better than the Experimental group 2 and the Control group.
In the Attitude toward Learning Mathematics Scale，the results showed that the students of Experimental group 1 have higher learning attitude than the other groups.
In the Learning Self-efficacy Scale，the results showed that the students of Experimental group 1 have higher learning self-efficacy than the other groups.

並列關鍵字

graphical representation ； learning achievement ； attitude toward learning Mathematics ； self-efficacy ； Polynomial ； interactive electronic whiteboard

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