| Summary: | 碩士 === 明道大學 === 教學藝術研究所 === 96 === The purposes of this research were to investigate the effects on achievements of adopting mathematical writing to mathematics course study to junior high students, and to apprehend their attitude changes toward mathematics course. The equivalent-group pretest-posttest of quasi-experimental design was used in this study. “The Math Learning Sheet” and “The Math Weekend Note”, designed by this author, were employed as research instruments. The subjects of this study were selected purposively from two 8th grade classes in a junior high school, Changhua Country Taiwan. A randomly assigned experiment group and control group students were taught by this author. The experiment group took curriculum with mathematical writing activities, and the control group took curriculum with regular mathematical curriculum. The teaching experiment was finished after 5 months treatment.
In order to measure students learning achievements, the researcher collected mathematical scores of each student in eighth grade as the pre-test scores and the post-scores. The scores of "Mathematics attitude scale" were collected for measuring students’ mathematical learning attitude changes. The data obtained were analyzed by t-test and one-way ANCOVA. Besides, "Mathematical writing attitude Questionnaire" was collected for investigating the opinions and suggestions on mathematical writing activities from experiment group students. Finally, the effects on achievements of adopting mathematical writing to mathematics study and their attitude changes toward mathematics course of junior high school students were analyzed by using SPSS 13.0 for Windows statistics package.
The important results of this study are as follows: 1.There is no significant difference on the scores of the mathematics achievement tests between the two groups. 2. There is a significant difference on mathematics attitude scale between experiment group and control group. 3.The problems confront by this author in doing mathematical writing activities are some students’ inadaptability to the teaching methods with mathematical writing activities, the problems in doing mathematical writing activities, the increasing amount of assignments, the increasing amount of teachers’ tasks, and the difficulty in teaching time management. and 4. Adopting mathematical writing activities in math course is a useful strategy to improve students’ thinking capacity of meta-cognition.
According to the results of the study, the author propose some suggestions as reference resources for adopting mathematical writing activities on mathematics education in junior high schools.
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