| Summary: | 碩士 === 大葉大學 === 工業工程與科技管理學系 === 101 === The main purpose of this research is to investigate the effects on achievements of adopting writing activity to mathematics teaching for factorization in junior high school. The equivalent-group pretest-posttest of quasi-experimental design was used in this study. “The Math Learning Sheets”, designed by this researcher and colleagues, were employed as research instruments. The subjects of this study were selected purposively from two 8th grade classes in a junior high school in Changhua County. They were randomly assigned into two groups. The experiment group, taking curriculum with mathematical writing activities was consisted of 28 subjects. The control group, taking curriculum with the regular mathematical curriculum was consisted of 28 subjects. Teaching experiment was conducted by researchers from October 2012 to December 2012.
The data of the pretest and posttest adopted from the 8th graders’ math exams in the first semester was analyzed by Paired t Test in order to show the students’ learning achievements and the effects of adopting mathematical writing activity on mathematical learning achievements. The results show significant difference in students’ math achievements between two groups and from each group.
Adopting mathematical writing activities in math course is a useful strategy to increase students’ thinking capacity of meta-cognition and their attitude toward mathematics. According to the results of the study, there were some suggestions given as reference resources of the effects of mathematical writing activities on mathematics education in junior high school and the further research.
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