The effects of integrating cooperative learning model with the dynamic geometry software on junior high school students’ learning of quadratic function graphics

• Main Author: 陳弘昌
• Other Authors: 袁媛
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/73688019221125699751

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 101 === This study focuses on integrating cooperative leaning mode with the dynamic geometry software on junior high school students’ learning of quadratic function graphics. The result is compared with individual leaning mode. This study tries to find out if different math proficiency and different genders will influence the learning result. In this study, we apply quasi-experimental design of ranging groups to do pretest and posttest, and we also take ninth graders in two classes of Hsinchu City Junior High School as objects. We then have randomly assigned a class to be an experimental group and the other class to be a control group to conduct teaching. The students in each group apply GSP geometry software by themselves. The experimental group is taught with cooperative learning method, and the control group is taught with individual learning method. Before teaching, the students do the pre-test of quadratic function concept, and the teacher has to make sure the students in both groups have the same understanding of quadratic function. After teaching, the students have to take quadratic function proficiency test (the post-test) as a tool to check the learning outcomes. This study finds out: 1. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning mode in heterogeneous groups is better than individual learning mode. 2. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning can help the students improve concept understanding ability. 3. When the students learn quadratic function with GSP geometry software by themselves, cooperative learning can help the students improve the ability of solving problems. 4. When the students learn quadratic function with GSP geometry software by themselves, applying cooperative learning mode and individual learning mode in teaching are both good for the boys and girls to learn quadratic function concept. 5. When the students learn quadratic function with GSP geometry software by themselves, applying cooperative learning mode and individual learning mode in teaching are both good for the boys and girls to answer quadratic function questions. At last, according to the research results, this study offers suggestions for teaching math, designing of teaching materials, and doing further researches.