The impacts of study on Interactive Whiteboard integrated instruction into the Elementary Mathematic Teaching -- A Case for the Instruction of Mathematics volume in Sixth Grade

• Main Authors: Liao,Hui-Chen, 廖惠珍
• Other Authors: Wen-Chin Chang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/30337894610025661453

碩士 === 中華大學 === 資訊管理學系(所) === 98 === This research is to study the influence of using Interactive Whiteboard into teaching activities for “volume” chapter in mathematics on the learning attitude and performance among the 6th graders. This research also discussed the influence of gender in the experimental groups. Problems faced by the teachers during the integration of Interactive Whiteboard into teaching activities and the associated resolutions are also documented. The conclusion of this research is as following： 1. The experiment data shows that there exhibits significant difference on the learning performance between the students who received instructions with integrated Interactive Whiteboard and those who received traditional classroom instructions. 2. The learning attitude as reflected in the performance of “ Motivation for inquiry mathematics ＂is significantly different between the students who received instructions with integrated Interactive Whiteboard and those who received classroom instructions. 3. The result shows that the introductory activity of the Interactive Whiteboard before the class, the learning performance in the “volume” chapter in mathematics for both boy and girl students did not have a significant difference. 4. Most students who received the instructions with integrated Interactive Whiteboard have positive feedback toward the teacher. Students prefer the instructions with integrated Interactive Whiteboard for learning mathematics, and wish that such method can be bring to other subjects. 5. Problems faced by the teachers and the associated resolutions： (1)The teacher cannot prepare for the instructions with integrated Interactive Whiteboard alone. The teacher needs the administration support. (2)Owing to the limitation of multimedia classroom, the teaching activity lacks mobility. Therefore the teacher could provide more opportunities for students to operate the Interactive Whiteboard to promote the motivation.