The Effects of Different instructional Strategies on Third-Grade Students’ Mathematics Achievement and Attitude of Vitalized Mathematics Curriculum

• Main Authors: Chia-Fen Li, 李佳芬
• Other Authors: Ching-Zon Yen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/438ump

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 === E-learning necessitates a solid theoretical basis and appropriate teaching strategies to effectively promote learning. This study explores the effects that prior knowledge and teaching strategies have on elementary school children’s learning achievements and attitudes toward mathematics.This study employed a quasi-experimental research design, with the sample comprising 4 class cluster of third graders from a elementary school in New Taipei City, for a total of 56 participating students and 8 classes of experimental teaching were conducted over a 4-week period. The learning content was referenced from the National Library of Virtual Manipulatives database and the Plastelina Interactive Logic Games website developed by Utah State University in the United States. For this study, 5 mathematics puzzles appropriate for the participants were selected as the teaching material. The participants were divided into two groups based on learners’ prior knowledge (high and low prior knowledge groups), and classes were divided into two groups based on teaching strategy (classroom problem-solving group and online learning group). Experimental teaching of an activation curriculum was conducted to explore the effects that the methods mentioned previously have on students’ mathematics achievements and attitudes. The conclusion and primary findings of this study are listed as follows: 1. The mathematics achievements of students with high prior knowledge were significantly superior to those of students with low prior knowledge. 2. The mathematics achievements of students in the classroom problem-solving group were significantly superior to those of the students in the online learning group. 3. No significant differences in attitudes toward mathematics were observed between students with high and low prior knowledge. However, students in the high prior knowledge group exhibited greater average inthe mathematics helpful, motivation, and interaction subscales. 4. The various teaching strategies did not demonstrate significantly different effects on the students’ attitudes toward mathematics, and the average attitude scale value for both groups was high. This indicates that the students benefitted from both types of teaching strategies. 5. The implementation of mathematics puzzle teaching activities in the activation curriculum generated positive learning effects.