The Effects of Integrating GSP into Area Teaching of Calculating Compound Sector-Shaped Graphs for Six Graders in the Primary School

• Main Authors: Cheng, Chin-Fang, 鄭智方
• Other Authors: Huang, Chien-Chung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/31097166421429935608

碩士 === 國立臺南大學 === 應用數學系碩士班 === 102 === The study aimed at integrating GSP software into mathematics area teaching of sixth graders in primary schools and discussed about their learning performances on compound Sector-shaped graphs. It compared students’ learning effectiveness and attitudes toward different teaching approaches and further understood students’ perception of them. Both quantitative and qualitative methods were utilized to analyze the data. 55 participants were from two sixth grade classes in Tainan City. The instruments applied included Area of Compound Sector-Shaped Graphs Questionnaire and Scale of Mathematics Learning Attitude. The data was analyzed by descriptive statistics, ANCOVA, and t-test for dependent samples. Finally, several interviews were conducted for qualitative analysis of students’ perception of integrating GSP software into teaching. The results were in the following: A. Experimental group’s performances on the flip and combination categories was better than it on filling and cutting categories and control group’s performances on filling and cutting categories was better than it on the flip and combination categories, which was found among sixth graders’ performances of calculating the compound sector-shaped graphs area. B. The average number of students’ performances in the GSP software integrated class was better than those in the traditional lecture class. C. Students’ performances were significantly better in flip and combination categories of compound sector-shaped graphs in GSP software integrated class than those in the traditional lecture class. D. Students’ performances were significantly better in filling and cutting categories of compound sector-shaped graphs in GSP software integrated class than those in the traditional lecture class. E. There was no significant difference between the pretest and posttest of the students learning attitudes after integrating GSP software into the area teaching. F. It was thought by sixth graders that the class was more lively and interesting after integrating GSP software into area teaching about compound sector-shaped graphs.