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題名:國小高年級學生數學氣質與CLIA教-學模式之研究
作者:吳嘉峰
作者(外文):Chia-Feng WU
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:梁茂森
學位類別:博士
出版日期:2014
主題關鍵詞:國小高年級學生數學氣質CLIA教-學模式fifth and sixth grade students in elementary schooldispositions toward mathematicsCLIA teaching-learning model
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論文名稱:國小高年級學生數學氣質與CLIA教-學模式之研究
校系班別:國立高雄師範大學教育系博士班
研究生:吳嘉峰
指導教授:梁茂森博士
論文摘要:
本研究旨在探討國小高年級學生數學氣質議題,研究分為研究一「國小高年級學生數學氣質之研究」與研究二「CLIA數學氣質教-學模式教學效果之研究」兩部分。
研究一採調查法,首先界定數學氣質構念包含數學信念、態度與行動意向三個成分,並以高雄市某國小高年級學生共487人為研究對象,施測國小高年級學生數學氣質量表。分析不同背景變項學生在數學氣質表現之差異情形以及探討數學氣質與數學科成就關聯情形。
研究二進行為期十週,共30節課的教學實驗,以六年級各一班學生為實驗組與控制組。本研究教學介入結合數學氣質培育課程、教室文化的建立、小組合作解題、教學技巧及解題策略的教導五個要素。教學實驗後評估教學介入對國小六年級學生數學氣質提升效益。
本研究結論如下:
1.國小高年級學生普遍有正向數學氣質,男、女學生數學氣質沒有差異。
2.五年級學生數學氣質較六年級學生高;教師指派數學回家作業時間在半小時
內學生的數學氣質較30~59分、1小時以上學生的數學氣質高。
3.家中藏書量101本以上學生的數學氣質較0~10本學生的數學氣質高;家人時
常陪逛書局、圖書館頻率學生的數學氣質較偶而、從來沒有學生的數學氣質
高;在時常、很少及從來不會三類家人教數學頻率學生的數學氣質沒有差異。
4.數學氣質與數學成就有關聯,且數學氣質能預測數學成就。
5.教學實驗能提升實驗組學生數學氣質,但未能提升數學解題行為。
6.教學實驗後,實驗組低數學氣質學生能提升數學氣質,但高數學氣質學生則
未能提升數學氣質。
7.實驗組學生普遍喜愛國小高年級數學氣質培育課程。
8.實驗組學生在國小高年級數學氣質培育課程中所提升的能力有「小組的分
工」、「解題策略的應用」、「上台報告的數學溝通」與「形成相互幫助的教室
文化」,但在「擬題」、「提問」、「應用解題步驟」尚待加強。
9.教學實驗後,實驗組學生在隱喻式題目作答表現出較多正向反應與文字敘述。
依據上述結論,本研究分別就數學教學、學校行政、家庭教育與未來研究等方面提出建議。
A study of dispositions toward mathematics and CLIA teaching-learning model on fifth and sixth grade students in elementary school
Abstract
This study aims to probe into the issue of dispositions toward mathematics of the fifth and sixth grade students in elementary school. The study is divided into two parts, with the first one being “the study of dispositions toward mathematics of the fifth and sixth grade students” and the other being “the study of the effectiveness of CLIA teaching-learning model for dispositions toward mathematics”.
The first study involves conducting a survey, initiated by defining the concept of dispositions toward mathematics as the following three components, including mathematics belief, attitude, and conation. The study sampled 487 fifth and sixth graders of an elementary school in Kaohsiung, and a Dispositions toward Mathematics Scale of the fifth and sixth graders was implemented. An analysis of the dispositions toward mathematics of different backgrounds of subjects was conducted. The study also explored the correlation between dispositions toward mathematics and mathematical achievements.
The second study involves a teaching experiment that spanned over ten weeks and a total of 30 sections, with one class in the sixth grade as the treatment group and another one as the control group. The teaching intervention integrated five teaching elements, including courses to cultivate dispositions toward mathematics, the establishment of classroom culture, cooperation among group members in solving problems, teaching techniques, and the instruction of problem solving strategies. Upon completion of the teaching experiment, an evaluation of teaching intervention was conducted on the efficiency of enhancing the dispositions toward mathematics of the subjects.
The conclusions of the study are as follows:
1. The dispositions toward mathematics of the fifth and sixth graders is generally evident while there is no clear distinction between male and female students.
2. The fifth graders show a stronger dispositions toward mathematics than sixth graders. Those who complete mathematics assignments within half an hour possess a stronger dispositions toward mathematics than those who complete their assignments within 30 to 59 minutes and over one hour.
3. The subjects with a collection of more than 101 books at home display a stronger dispositions toward mathematics than those who with less than 10 books at home. The subjects often visiting bookstores and libraries with family possess a stronger dispositions toward mathematics than those who seldom or never do so. There is no discrepancy in dispositions toward mathematics among students who often, seldom, and never receive help with mathematics from family.
4. There is a correlation between dispositions toward mathematics and mathematical achievements, and dispositions toward mathematics can be used to forecast mathematical achievements.
5. Teaching experiment can enhance dispositions toward mathematics of students in the treatment group, but can’t improve their mathematical problem-solving deeds.
6. After the teaching experiment, students in the treatment group with low dispositions toward mathematics showed signs of improvement, but not the students with high dispositions toward mathematics.
7. Students in the treatment group are generally found of the courses to cultivate dispositions toward mathematics.
8. Through dispositions toward mathematics cultivation courses, students in the treatment group have shown significant improvements in the following areas: division of work among group members, application of problem-solving strategies, communication of mathematics during presentations, and the establishment of classroom culture to help one another. Nevertheless, there is still room for improvement in designing questions, raising questions and applying problem-solving procedures.
9. After the teaching experiment, students in the treatment group displayed more positive responses and literary description in their answers to metaphor questions.
Based on the conclusion stated above, the study makes recommendations on various aspects, including mathematics teaching, school administration, family education and future researches.
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