臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：試算表融入數學素養動態評量的發展與應用
書刊名：人文社會學報. 國立臺灣科技大學
作者：蕭嘉偉／洪碧霞 引用關係
作者(外文)：Hsiao, Chia-wei／Hung, Pi-hsia
出版日期：2013
卷期：9:2
頁次：頁157-171
主題關鍵詞：數學素養；動態評量；階層線性模式；試算表；方程式應用；Mathematical literacy；Dynamic assessment；Hierarchical linear modeling；Spreadsheet；Formula application
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:13
  • 點閱點閱:31
本研究目的在探討國中數學素養落後學生的表現特徵與介入需求，研究中發展電腦化基礎數學素養評量及試算表融入數學素養的介入設計，統整稱為動態評量系統。首先藉由電腦化基礎數學素養評量描述落後學生的特徵，再針對學生的方程式應用解題表現，運用試算表環境建構數學解題活動的引導與支持，讓數學落後學生以小組合作的方式進行學習，鷹架建構的邏輯是循序增加未知數個數及情境複雜度。一般而言，數學素養落後學生能理解熟悉情境或例行的數學問題描述、能運用題目所提供公式解題、也能報讀基本的統計圖表資訊；但他們尚未能有效辨識圖形與數字的規律、也無法有效應用已知方程式解題、將文字轉譯成數學方程式也還有些障礙。本研究以方程式應用為介入主軸，實驗結果顯示，動態評量實驗組與控制組學生數學素養成長斜率呈現顯著差異，實驗組每隔一次評量，數學素養增加約35.6分，控制組則未能呈現成長，實驗處理可解釋約6% 的成長斜率的變異。未來研究可針對落後學生的核心需求，發展認知成分明晰的動態評量。試算表具備圖表對照與公式應用的便利性，在數學計算上與表徵轉換、補救教學的重覆演練與回饋上也有其優勢，數學教師可參酌本研究設計，應用試算表作為補救教學的輔助工具。
The purpose of this study is to investigate the characteristics of students below level 2 on mathematical literacy assessment. The computerized basic mathematical literacy assessment and the spreadsheet integrated mathematical literacy intervention tasks were composed as a dynamic assessment system. Students worked on the tasks collaboratively. The number of relevant variables and degree of complexity for problem situations were increased sequent to scaffold students' learning progress. The issues included were; the validity of the computerized basic mathematical literacy assessment (CBMLA), the intervention effect, and the correlation of growth slopes between formative and objective assessments. The students below level 2 on CBMLA could read familiar situations or routine mathematical description of the problem. They were able to apply the formula provided by the item, and they could also use the basic statistics information from charts to solve the problem, but they could not identify the pattern of graph and numbers. They had some barriers to convert the text into mathematical equations. The slope of mathematical literacy of experimental group was significantly higher than the slop of control group. The experiment group students increased 35 points between two assessments, while the treatment group could explain about 6% growth variance. Based upon the results, some suggestions for further development and application of dynamic assessment on mathematical literacy are provided.
期刊論文
1.林素微(20080800)。PISA數學素養評量的切入與設計。國民教育，48(6)，15-21。  延伸查詢new window
2.Abramovich, S.(2003)。Spreadsheet-enhanced problem solving in context as modeling。Spreadsheets in Education，1(1)，1-17。  new window
3.Figueira-Sampaio, A. S.、dos Santos, E. E. F.、Carrijo, G. A.(2009)。A constructivist computational tool to assist in learning primary school mathematical equations.。Computers and Education，53(2)，484-492。  new window
4.Heck, A.、Houwing, H.、de Beurs, C.(2009)。An e-class in action: experiences with ICT-intensive teaching and learning of discrete dynamical models at secondary school。Electronic Journal of e-Learning，7(1)，41-53。  new window
5.Kirschner, P. A.、Erkens, G.(2006)。Cognitive tools and mindtools for collaborative learning。Journal of Educational Computing Research，35(2)，199-209。  new window
6.Ploger, D.、Klingler, L.、Rooney, M.(1997)。Spreadsheets, Patterns, and Algebraic Thinking。Teaching Children Mathematics，3(6)，330-334。  new window
7.Woodward, Jeannette、Rieth, H.(1997)。A historical review of technology research in special education。Review of Educational Research，67(4)，503-536。  new window
8.蕭嘉偉、洪碧霞(201009)。試算表融入的數學教學與評量設計。數位學習科技期刊，2(3)，1-18。new window  延伸查詢new window
9.Direr, H. S.(2001)。Teaching and learning mathematics with interactive spreadsheets。School Science & Mathematic，101(4)，170-179。  new window
10.洪碧霞、蕭嘉偉、林素微(20100100)。PISA數學素養認知成份分析對補救教學的意涵。課程與教學，13(1)，47-66。new window  延伸查詢new window
圖書
1.Woodward, J.、Gallagher, D.、Rieth, H.(2001)。The instructional effectiveness of technology for students with disabilities。Technology, Curriculum and Professional Development: Adapting Schools to Meet the Needs of Students with Disabilities。Thousand Oaks, CA：Corwin Press。  new window
2.DiSessa, A.A.(2000)。Changing Minds : Computers, Learning and Literacy。Cambridge, MA：MIT Press。  new window
3.Battista, M. T.、Clements, D. H.(2000)。Mathematics curriculum development as a scientific endeavor.。Handbook of research design in mathematics and science education。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
4.臺灣PISA國家研究中心(2011)。臺灣PISA 2009結果報告。臺北市：心理出版社。  延伸查詢new window
5.Organisation for Economic Co-operation and Development(2004)。Learning for tomorrow's world: First results from PISA 2003。Paris：Organisation for Economic Co-operation and Development。  new window
6.Organisation for Economic Co-operation and Development(2002)。PISA 2000 technical report。Paris：Organisation for Economic Co-operation and Development。  new window
圖書論文
1.林素微、蕭嘉偉(2011)。學生數學表現分析。臺灣PISA 2009結果報告。臺北市：心理。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：475（臺灣：466，外國：9） ／ 本年度總使用人次：2000451 ／ 訪客人次（自102年09月）：67807162
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上