The Research of Teaching With Analogy Reasoning Instructional Method on the Learning of Linear Function among Junior High School Students

• Main Authors: Hui Mei Chen, 陳惠媚
• Other Authors: Chaoli Hsu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/44078334765650476071

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The purpose of this study was to explore the effect on the mathematics achievement of learning on linear function of junior high school students from different instructional method between analogy reasoning instructional method and traditional instructional method. The study uses quasi-experimental research, experiment samples were taken from Taichung County 1st grades of the two classes of 72 students (where students were normally allotted), one for the experimental group which taught by analogy reasoning teaching method, and the other for the control group taught by traditional teaching method. After a thorough literature review, the research develops a RML instructional strategy, kind of analogy reasoning instructional method. In such a RML, it has retrieval, mapping, and learning stages, originating from information processing theory. The core stage is the process of “analogy by mapping”. The design of this study was to analyze the representation of linear function, in terms of table, formula, graph, and text description. Then, this study compared the difference of students’ achievement before and after learning linear function. The study reached the following conclusions: 1. There was a significant difference in the students’ conception about linear function before and after their learning the concept of function for the first time. It showed that the study of RML analogy reasoning courses can improve students learning. 2. There were not significant differences in the students’ conception about linear function from the phase of “condensation” to the phase of “reification.” Finally, the results of this study were discussed, and conclusion and several teaching suggestions were provided, in the hope that teachers could use them for reference in their teaching and preparing the teaching materials. It was hoped that this study could help students in their learning process and offer good ideas for future researchers.