An Action Research of the Problem-Based Learning Teaching Model on the Mathematics Learning of Seventh-Grade Students

• Main Authors: Chia-Ling Sung, 宋佳苓
• Other Authors: Caleb Jang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/52584866356581265332

碩士 === 中原大學 === 教育研究所 === 97 === This study uses action research to explore the problem-based learning teaching model to the influence of the mathematical learning to seventh grade students. There are thirty-two students in normal class grouping in the study. Teaching content is about some mathematics curriculum in seventh grade last semester. The study employs the analysis of the quantitative and qualitative by using the "mathematical learning attitude questionnaire" and "a panel discussion scale study" to understand the impact of learning attitude before and after the experiment. The study also adopts “Teacher's Log”, "student learning experiences," "students recorded interview," "single-study” through the triangular correction to induct the analysis of research into the formation of ideas. After three problem-based learning teaching, the researcher found teachers should pay more attention to the oral communicative competence 、mathematical abilities and discussion order of the students in implementing PBL teaching mode. In the teaching process, adding sub-game activities of PBL teaching mode is superior to adopting part of PBL teaching mode. However, using the whole PBL teaching mode is inferior to adopting part of PBL teaching mode. The results showed PBL teaching mode has a positive impact on mathematical learning attitude. The study divided mathematical learning attitude into five dimensions, including "self-concept of mathematics", "Active Learning of Mathematics", "the process of learning mathematics", "practical mathematics" and "math anxiety". The results in "Mathematics learning attitude questionnaire" before and after the test showed students’ scores in these dimensions have significant differences. PBL teaching mode for high-score group can make progress in the ability of oral expression, but students are prone to mathematics anxiety. The middle-score group enhances the understanding and more active learning. The low-score group reduces their mathematics anxiety and increase learning motivation. Finally, the results of the study provide specific recommendations about PBL teaching mode for the future to engage with the research topics related to the researchers and teachers.