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題名:數學同儕鷹架理論之發展與驗證
作者:陳育琳
作者(外文):Chen Yu-Lin
校院名稱:國立臺中教育大學
系所名稱:教育學系
指導教授:徐照麗
學位類別:博士
出版日期:2007
主題關鍵詞:數學同儕鷹架數學學習後設認知數學對話mathematical peers scaffoldingmathematical learningmeta-cognitionmathematical discourse
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(5) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:0
  • 點閱點閱:56
本研究提出「藉由數學同儕鷹架的支持,可以協助學習者之數學學習」的假
設,發展「數學同儕鷹架教學」方案,並探討本方案對國中學生數學學習與後設
認知能力的影響。依據文獻探討所形成的架構,以「樣式與規律」作為課程主題
紮根於教學現場,採用「多重個案比較法」發展並驗證之。
本研究採立意抽樣,在研究者任教的班級中,分別於一、二、三年級選取一
個班級,在26節課當中進行教學,實施的順序依序為:三、二、一年級。
本研究除了蒐集學生上課中的數學對話外,並在課前、課後則蒐集學生的
數學日記與晤談資料。在教學前後,以「後設認知量表」與自編之「數學學習成就測驗」進行前測與後測,並以t檢定考驗之。
在三個個案分別實施數學同儕鷹架教學之後,研究者發現,個案班級的學生在「後設認知量表」與「數學學習成就測驗」前、後測的成績,經t檢定之後,皆達到顯著差異。可見數學同儕鷹架對於學生的數學學習是有幫助的,經過多重個案將研究結果複現之後,提出以下之結論:
數學同儕鷹架理論是指學習者的學習歷程中,在教師的引導下,透過與能力較佳的學習同儕互動。將所提供的數學同儕鷹架由原先較為精簡的數學語言與概念,在互動中逐漸變得具體,並能與既有的數學概念相連結且經由後設認知思維學習到數學的方法,有助於學習遷移,有效提昇學習者的數學能力。
This study hypothetical that it is helpful for the mathematical learning of learners by the support of mathematical peers scaffolding, and develop the “mathematical peers scaffolding” teaching project, then investigated into the influence on middle school students’ mathematical learning and meta-cognition ability.
This research used purposive sample, three classes were selected in three grades for 26classes, that researcher teaching at. The implementation order in order is: Third, two, freshman class.
Apart from gathering the mathematical discourses of students, we also collected mathematical diary and the interview data of students. We tested students in the three cases in "the meta-cognition scale" and "mathematical learning achievement test". After following t-test, they all achieved significant difference. It shows that mathematical peers scaffolding is helpful to the learning of mathematics, and, after multi-cases repetition the results, our conclusions were as following:
Mathematical peers scaffolding theory means that in the learning the process, the learner through with learning peers to carry on by the abstraction to the concrete mathematics communication, coming close and developing "the near side of zone of proximal development" gradually toward the degree at the level and the perpendicularity. It can promote the mathematics ability of the learner effectively; to on one's own achieves mathematical learning objectives.
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