A Study of Designing and Implementing Computer Integrated Conceptual Teaching Program of Whole Number Multiplicative Word Problems

• Main Authors: Ming-Hui Shen, 沈明輝
• Other Authors: Ning-Chun Tan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/rqr8c8

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 98 === The complicate construction and multiple scenarios of multiplicative word problems is a learning task matching Sweller’s cognitive load theory of high interactive effect between components. When teaching word problems, teachers should offer different types of scenarios and lay an emphasis on the diversity of solving a problem. However, the types of problems in current textbooks including equal groups, array, equal measures and multiplicative comparison are totally not the combination of different scenarios. This research applies AMA (Activate Mind Attention) to design different scenarios of teaching material for whole number multiplicative word problems, with a view to linking the students’ learning experience and reducing their extraneous cognitive load. This research adopts a design-oriented method with 9 team members. Meetings are held once every two weeks and each meeting lasts for 3 hours. Through the discussions of the real problems in the classroom, professional dialogues between the researchers, interactive cooperation of the designer and the performers, and repeated teaching practices and adjustments, the researchers try to discover the sharable principles for teaching designs. The research tools include meeting records, reflective notes, video-taped recordings of teaching processes, suggestions from other teachers, students’ feedback, and, the accomplishment tests on multiplicative word problems, etc,. It is concluded that teaching design is a very complicate and challenging art. The difficulties that the researchers encountered when developing teaching plans are design of scenarios, conflict of beliefs, arrangement of activities, choice of modes, accuracy of questions, format of layout, and computer skills. According to the four stages of developmental processes, the principles of teaching design are categorized into analyzing stage, which includes specifying teaching problems, building learning societies, reaching a consensus for the societies, analyzing related teaching materials, and researching on documents of theories; developing stage, which includes locating target students, understanding former experience, arranging orders of teaching materials, confirming teaching goals, connecting with daily lives, attracting students’ attention, upgrading professional knowledge of subjects, taking control of software advantages, strengthening multi-media skills, and establishing prototype of teaching; practicing stage, which includes laying an emphasis on teaching practices, discussing ideas of designs, considering teachers’ computer skills; and finally the assessment and reflection stage, which includes listening to other peoples’ opinion, valuing the professional development.