Integrating Dynamic Geometrical GSP into the Instruction of the “Triangle and Angle” Unit in Elementary School Math Curriculum

• Main Authors: Liu, Yen-chi, 劉晏企
• Other Authors: 蘇順德
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/39558738970808269457

碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === This study examined the possible models of integrating Geometer’s Sketchpad(GSP), an innovative software, into mathematics instruction. In addition, the learning performance and attitude of fourth-grade students Taiwan were also examined when learning the concept of triangle and angle under GSP-integrated and instruction with hands-on activities. The result of this study can be taken into consideration when designing future technology-integrated math instruction. This study employed the quasi-experimental approach, and was based on the pre-and post-instruction tests of different groups. Samples were 64 fourth-grade students in two separate classes at an elementary school in Kaohsiung. One class, the controlled group, received instruction with hands-on activities, while the other, the experiment group, received GSP-integrated instruction. The instruction covered the “Triangle and Angle” unit in the elementary school mathematics curriculum. Tests on learning performance and attitude were administered on both groups before and after the instruction. The results of these tests were then analyzed by the adequate statistical model to determine how different methods of instruction affected students’ learning performance and attitude. In addition, questionnaires from the experiment group on students’ attitude toward using GSP were collected and further analyzed. The major findings of this research are as follows: 1. This study developed a GSP-integrated instruction modeled after Van Hiele’s five-tiered instruction model. This not only diversified teacher’s instruction, but also raised students’ interest. 2. Students who received GSP-integrated instruction and students who received instruction with hands-on activities did not exhibit significant difference in their learning performance while learning the concept of triangle and angle. 3. Students receiving GSP-integrated instruction were different from students who received instruction with hands-on activities in their learning attitude. 4. There isn’t much correlation between the learning performance and learning attitude for both groups of students after receiving the instruction. 5. Students welcomed GSP-integrated instruction because it facilitated their learning, especially their learning of mathematics.