The investigation of learning effect through modeling teaching and general teaching ～ taking linear equation with one unknown variable as an example

• Main Authors: Chi-ming Jan, 詹啟明
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/00728307459588822338

碩士 === 國立臺南大學 === 數學教育學系碩士班 === 97 === The main purpose of this study which is taking linear equation with one unknown variable as a subject was to investigate the effects of two different teaching ways: Modeling Teaching and General Teaching on solving linear equation with one unknown variable and applied problems. The research’s design was Quasi-experimental methodology. The research objects were two classes of seventh grade from Kaohsiung County. Distribute one class to carry on the modeling teaching for the experimental class, and another class carries on traditional teaching. The modeling teaching of this study is mainly designed based on the operation definition of mathematics modeling process construction proposed by Yang and Lin (2006). The general teaching is to go on according to the content order appeared of Kang-Hsuan first volume of mathematics of junior high school. Pre-test implemented before the teaching experiment was used to understand students’ entry behavior, and as the reference that experimental class divided into groups. Post-test implemented after the teaching experiment was used to understand students’ study effect. According to the situation of the classroom, discussing and writing teaching sheets, the data of post-test, follow up interview and so on, to discuss what influences as to having in study when students accepted different teaching ways. The main findings of the study were as follows: 1.Although two group of students passed through the different teaching ways, they have the same ability on solving the equations. 2.When the topic figure is simpler and the method to use is more succinct, the contrastive class is better. When the topic design is more complex and must carry on the quite simplification operations, the experimental class is better. Students of experimental class will relatively go to try to solve a problem and it was lower on the proportion that had no ideas to solve a problem or complete blank. 3.After the students of two classes passed through different teaching ways, the performance of experimental class was better in the average scores of application question. 4.As to most seventh grade students, the solving of application questions are either all right or all wrong. And the performance of experimental class is better than contrastive class in supposing the unknown number, listing the formula and solving all right. 5.The teaching way of modeling does not relatively have redundant time to supplement and strengthen a lot of topics. But students’ study is sturdier and there is more real understanding to apply what was learnt. 6.Students who accept modeling teaching will relatively think, have tactics way to solve the problem while answering.