A Study of Designing and Implementing Computer Integrated Conceptual Teaching Program for Elementary:Multiplication Calculate Form

• Main Authors: Yu-Ju Lin, 林育如
• Other Authors: 譚寧君副教授
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/8nrdnd

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 === Multiplication calculate form is generally regarded as a tool for calculation, but in recent years, this method has become the focus of controversy in the elementary school mathematics curriculum reform. Researchers find that students, while easily adopting column recording out of memorization, ignoring the comprehension of place value concept. This study utilizes AMA (Activate Mind Attention) system software to develop digital teaching material of the whole number multiplication calculate form, and investigates to see if it improves students’ comprehension of the calculate form. The study method is based on design-based research (DBR) method, processing through: analyzing problems, developing programs, teaching practice, evaluating and reviewing, four loop cycles. The research tools include material analysis, researchers’ journals, teaching program design, teaching video recordings, student feedback and research team meeting records. The purpose of this research is to explore the development process of digital teaching materials of the whole number multiplication calculate form for elementary school. The research results show that to develop digital teaching materials of whole number multiplication calculate form, we need to take many aspects into considerations including, understanding students’ prior knowledge, misconceptions, themed teaching objectives, subject content and teaching knowledge, the definition of the material content, and the organization of the material order. Adding interactive mechanisms at the right time may enhance student motivation to actively participate in learning; while the effect of graphical and dynamic presentations may improve students’ conceptual comprehension. The design difficulties encountered include the designers’ lack of information and artistic accomplishment, such as the layout and the color design of teaching materials, the operation and the instruction of the interface that help educators effectively control the focus of teaching, and avoiding departure from the concept of the teaching materials. Through graphical illustration of basic multiplication calculate form records, students improve their understanding of the place value concept of the calculate form records; while through the discussion of various recording methods, it helps them comprehend the diversity of the calculate form records.