電腦支援國小數學文字題擬題活動初探; An initial study of computer-supported problem posing activity in elementary word problems

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/48592

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Title:	電腦支援國小數學文字題擬題活動初探;An initial study of computer-supported problem posing activity in elementary word problems
Authors:	陳蓮儀;Lien-Yi Chen
Contributors:	網路學習科技研究所
Keywords:	擬題活動;擁有感;文字題;Problem Posing;Word problems;Ownership;Problem Posing Activity
Date:	2011-08-29
Issue Date:	2012-01-05 14:58:31 (UTC+8)
Abstract:	本研究主旨在於探討將擬題活動（Problem Posing）應用於國小數學文字題（Word Problem），對國小四年級學生情意面與成效面之影響，並探討透過擬題活動後，對於學生數學興趣與解題能力的影響。在設計擬題活動的機制上，研究者參考Cudmore 和English（1998）所提出的擬題與評鑑活動的流程並綜合其他學者所提出的擬題類型，在實驗各階段提供不同擬題刺激物，讓學生以自身生活經驗結合數學知識進行擬題活動，且利用同儕互評達到評鑑題目之效果，而互評內容則作為學生改善題目時的參考。活動中提供投票機制及上台分享，激發學生的榮譽心與提升自我期許，期望在擬題活動裡有更好的表現。於資料分析部分，研究者透過系統擬題資料、評論資料、活動問卷，與數學文字題測驗評量觀察學生在數學文字題擬題上的表現，以及對於數學的情意面有無提升。活動結果發現，在數學觀感部分：學生經過擬題活動後，覺得數學文字題變的較簡單，擬題活動對於學生的數學感受及文字題理解能力有所幫助。在解題能力部分：活動對象學生在經過擬題活動後，對於數學文字題的理解題意能力有所提升。擁有感（Ownership）部分：活動對象學生在題目尚未修改前，對於自己所擬的題目有擁有感。而將活動對象學生在進行擬題活動前後所擬的題目相比，所擬的題目明顯較有結合生活經驗與所學數學知識，題目的長度與內容具有深度與故事性。研究發現透過系統擬題活動，學生所擬的題目品質有提升，且學生認為系統所提供的內容有助於擬題活動。 This research aimed to investigate the influence of applying computer-supported problem posing activity in elementary word problems on fourth grade students’affective aspect and effective aspect, and to explore whether the system could improve students’interest of problm solving and problem solving ability. Researcher refered a statistical problem posing and critiquing activity diagram (Cudmore & English ,1998) to be the design base. The system provided students with different problem posing stimuli at every stage in the entire experiment, then asked students to try combining their life experiences with mathematics knowledge at problem posing stage. Next stage, the system evaluated the posed problems by peer assessment, the comment will help students to improve their problems. And it also have voting mechanism to let students vote the best problem in the group, then that student could share his/her thought with other students. For data analysis, reseacher observed students’ performance and affection through system data, the comments of problems, activity questionnaires, and math word problem solving test. After the experiment,reseacher found some results. Firstly, students felt that word problems became easier; secondly, the problem posing activity enhance students’ ability of understand what the problem means; thirdly, students really have ownership on their own problems; finally, students’ posed problems quality became better.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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