| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 98 === Abstract
The aims of this study were to develop the teaching design and the assessment by integrating technology into mathematics instruction to teach reduction of fractions to a common denominator of the fifth grade based on mathematical presentation software and Bayesian networks. There are two parts of the teaching design including the paper materials and the multimedia materials. To refer to the assessment, it is the self-edited computerized adaptive test. The developments of this study are to conduct the model of integrating technology into mathematics instruction and to discuss the effects of learning and remedial instruction for students of different family- type. Furthermore, the research also evaluates the effect of applying the computerized adaptive test and students’ opinions about integrating technology into mathematics instruction.
The methodology of this study is the nonequivalent quasi-experimental design. The Part I subjects are fifth graders from an elementary schools in Changhua County. There are four classes in the study. Two of the four classes (58 students) were randomly assigned in the experimental group, taught with the model of integrating technology into mathematics instruction. The other two classes (55 students) were randomly assigned in the control group, taught with the traditional teaching model are the experimental group which they taught with the model of integrating technology into mathematics instruction. The Part II subjects were randomly divided into two subgroups : disadvantaged families and general families.
The results of this study are briefly outlined as follows:
1.In the field of learning effectiveness, especially in those who students’ entry-measurement score was upper than 42.67；the control group is significantly better than the experimental group, especially in those who students’ entry-measurement score was less than 16.91.
2.In the field of remedial instruction effectiveness, the performance of the experimental group is much better than that of the control group.
3.In the field of learning maintain effectiveness, the performance of the experimental group is much better than the control group.
4.After remedial instruction, the performance of the experimental group is much better than the control group, on the improvements of error patterns and the learning of sub-skills in the unit of adding and ubtracting fractions with different denominators and fraction line.
5.In the field of the effectiveness of general teaching and remedial instruction and learning maintainence, the different family-type students who receive the whole teaching models proposed in this study there is no significant difference between the students from the different family-type, who receive the whole teaching models proposed in this study.
6.The study of the computerized adaptive diagnostic testing can meet the goals of reducing the number of items administrated and shortening testing time.
7.More than 58% of all students of the experimental group consider information technology integrated into instructions positively and more than 67% of those consider that the instructions could be helpful to their mathematics learning.
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