A study on developing the teaching program of volume for elementary schools by using collaborative teaching design

• Main Authors: Shu-Chen Yeh, 葉淑珍
• Other Authors: Ning-Chun Tan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/935kf5

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) === 101 === This study aims to propose an appropriate volume-teaching program and solve problems taking place in real teaching environment. A design-based research method was adopted, and subjects in the study are ninety-eight fourth-grade elementary school students. Several problems are found through the strategies of the collaborative teaching design, the use of a combination of physical manipulatives and digital teaching materials, research community discussions, teaching practice, evaluation, reflection, and constantly cyclical process of revision. The results of this study are as follows. 1.The collaborative teaching design is affected by partners’ beliefs, personality, professional knowledge, teaching experience, teaching time management, and administrative support and coordination. 2.The problem of integrating physical manipulatives and digital teaching materials can be solved through the problem-posing of digital teaching materials, the presentation of animation first, then operating physical manipulatives. 3.The team of collaborative design encounters six problems, namely tool integration, staff collaboration, lesson plan design, the making of digital teaching materials, time control, and the lack of co-design experience in the research process. The way of solution is looking for the cooperation of collaboration partners. Next, according to their teaching experiences to use physical manipulatives and digital teaching materials elasticaiiy in the teaching program designed on the principles of instructional design. 4.After applying the volume-teaching program in the classroom, the students not only get rid of misconceptions, but also promote the ability of spatial visualization and representation tranformat for 2D and 3D. Spatial orientation ability is achieved as well. As a result, the volume-counting ability is enhanced. Based on the results of this study, some suggestions are proposed as references for teachers, education administration, education training, teaching instruction, and future study.