A Study of Using the "Fixed Side as a Starting Point" to Investigate the Remedial Teaching in Congruence of Triangles

• Main Authors: Huang, Wei-Chun, 黃威鈞
• Other Authors: Chen, Ming-Jang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/09642284943786741981

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 102 === In view of the low achievement students have difficulties in learning congruence of triangles, this study investigated the impact of three different context of materials for remedial teaching in congruence of triangles. Where "Analytic group" fixed a side then analyzing how many conditions are required to ensure that the two triangles are congruent and "Constructive group" fixed a side then thinking how to find the third vertex to ensure that two triangles are congruent relative to "Ruler group" understanding the significance of congruence of triangles by ruler and compass construction. The research is based on analysis of covariance quasi-experimental design. Ninety low achievement students from a New Taipei City junior hight school are participated in this study. Summarizing the results: (1) there is no significant difference in learning effect between three groups, (2) three groups have significant progress in the post-test, (3) "Analytic group" and "Constructive group" have significant progress in the delayed posttest. So we can see students learning congruence of triangles through understanding, in addition to enhance learning effect, but also have better performance in the delayed posttest.