A research of implementing mathematical games into fourth grade classroom teaching

• Main Authors: Liu, ChiaPei, 劉佳佩
• Other Authors: Hsu, TienWei
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/12688868828494341985

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 99 === Researcher currently serves the positions as a mathematics teacher and a homeroom teacher of a fourth grade class in elementary school. In order to ameliorate students’ learning attitude toward mathematics, researcher developed a teaching method of merging math games into classroom teaching to replace monotonous conventional teaching model. This research is designed with collection of qualitative and quantitative material for data analysis. In accordance with researcher’s teaching experiences, this research is implemented by developing math games within the teaching objectives of fourth grade’s mathematics program. Throughout this research, researcher is able to observe students’ transformation of learning attitude and learning achievements during their learning process. Participants are researcher’s serving class, with in total 29 students. This research collects considerable qualitative and quantitative material for data analysis and discussion. Learning attitude scale for math performs as quantitative data to compare the difference between pre-test and post-test. Also, test result from a pre-test with reliability and validity certified serves as quantitative data to display the impact on students after the implement of merging math games into course teaching. In regards to qualitative data, student feedback and ordinary records are applied to analyze research results The overall research process enables researcher to observe students’ transformation in learning attitude and achievements. Furthermore, generalized factors can be concluded as teaching references for mathematic teachers in elementary school. After three months of implementation, research findings can be concluded as following: 1. The transformation from uncertainty and shyness into confidence while resolving math questions. 2. The transformation from passively receiving messages into actively raising questions and bring up discussions. 3. The transformation from low participation into opinion sharing with a positive attitude. 4. The transformation from concerning only the accuracy of answers into desiring the understanding of resolving processes. 5. The transformation from indifference with assessment achievements into honor with learning progress. Research results reveal that the method of merging math games into classroom teaching evidently enhances students’ performance in the aspects of new knowledge acquisition, attitude formation and performance accomplishment. Such teaching model results in mutual benefits between teacher and students for not only students take delight in mentioned teaching model, teachers are allowed to proficient their professional ability via this teaching model.