| Summary: | 碩士 === 台灣首府大學 === 教育研究所 === 100 === The purpose of the study is to better the teaching of geometry in middle school math. The researcher makes use of interactive whiteboards to teach geometry in a cooperatively-learning manner. By means of engaging in teaching activities and collecting students’ feedbacks, the researcher can examine the results carefully and see if students make progress on reading. During the two-year period of action research, the researcher keeps making instant amendments to the found weakness in her teaching. The conclusions of the study are as follow:
1. Interactive whiteboards attracts students greatly. Students concentrate more in class. But sometimes glaring shine reflection on the whiteboard blinds some students’ view. Therefore, teachers have to adjust the brightness of the projector and rearrange students’ seats.
2. Geometric figures are more recognizable on interactive whiteboards. What’s more, the redrawing of the figures becomes easier, which benefits students in their learning of geometry.
3. Thanks to the group discussions, students learn to give instruction and share personal experience. The three psychological factors—cognitive, affective, and psychomotor—are all taken into consideration.
4. Obviously, to use interactive whiteboards to teach geometry in a cooperatively-learning manner is a successful strategy.
5. The use of interactive whiteboards to teach geometry in a cooperatively-learning manner has positive influences on students. Students’ motivation for learning geometry is intensified.
6. In a cooperative learning classroom, teachers play the role of an instructor or an assistant. However, a teacher may fail to keep each group under his control. And the teacher should have the notion of time management.
7. There is no doubt that the action research aids the researcher in her teaching profession development
8. Some students don’t know how to operate the interactive whiteboard, so that some activities are postponed. Accordingly, the researcher allows the students to use the whiteboard during the break for more practice.
Based on these findings, this study will provide some suggestions for school administrators, math teachers, and advanced studies in Chapter Five.
|
|---|
