An Action Research of Designing Learning Passport to Promote Students’ Mathematics Abilities

• Main Authors: Shu-Tzu Hsieh, 謝淑姿
• Other Authors: Kuang-Chou Tsui
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/60197536323923644749

碩士 === 國立東華大學 === 教育研究所 === 97 === Learning of mathematics must be built on a solid foundation. The difficulty of vocational high school teachers in mathematics teaching is that the students are lack of basic knowledge of mathematics. Facing vocational high school students whose basic aptitude tests scores are mostly below 100 points and whose mathematics scores are all below 25 points, teachers usually feel frustrated in teaching math. This research is aiming at discovering the reasons why vocational high school students can not learn math well. The researcher had thought that the students can’t learn math well only due to their lack of prior knowledge, and thus they will learn well if their prior knowledge is enhanced, but the researcher found in the researching process that the vocational high school students lack not only the prior knowledge but also the most basic mathematics abilities, so by consulting the concepts of Programmed Instruction, the researcher applied the learning passports in class, and by passing barriers in learning process, the students gradually acquired the basic mathematics abilities. This not only prevents students from giving up math learning, but also benefits them in math classes. This research adopts the concepts and methods of the Action Research and the researcher tried to improve the contents and methods in teaching math. The researcher first designed the teaching project of “the circles” and applied it in a target class in the year of 2007. During the researching process, the researcher collected data including teacher’s handbooks of all editions, math textbooks for junior high school and primary school. By analyzing these data, the researcher designed the activities of conquering barriers and from the activities discovered what the prior knowledge the students lack and then designed a learning passport according to it. After the learning passport had been designed, the researcher applied it in the target class in the year of 2008. This research studies the reasons why vocational high school students can not learn math well through realistic action researches, and in the process, continually improves the teacher’s teaching contents and methods and hopefully promotes the mathematics abilities of vocational high school students. After applying the learning passport in the target class, the researcher found that via the learning passport, the students showed higher interests in learning math and their math scores were mostly promoted. The results also show that the reasons why they can not learn math well for most vocational high school students are poor memories, poor basic arithmetic abilities, unable to understand concepts of mathematics, lacking the abilities of exchange for text and symbols. This shows that most vocational high school students have learning disabilities in learning mathematics, and so designing proper teaching contents is necessary for them. After applying the learning passport in the target class, the students’ learning interests and mathematics abilities are both promoted.