A Study of Applying van Hiele Geometric Thinking Level Theory to Developing the Board Game of Plane Geometry Concepts for Elementary School Students

• Main Authors: Jia-Ling Tsai, 蔡佳玲
• Other Authors: Hsueh-Wu Wang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/88287438660777913763

碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 102 === Learning of plane geometry is the most basic learning teaching materials in all geometry units of elementary mathematics learning field and is extended to learning of three-dimensional body, volume and other special concepts. Therefore, if students didn’t totally understand the teaching content, it would result in students’ incorrect geometry concepts which affected further learning of geometry teaching materials in the lessons to come. Furthermore, students’ learning performance in high-level teaching materials of math would be affected by those negative emotions or learning barriers which they had during previously learning low-level teaching content of math. This study is based on van Hiele geometry thinking level theory and refers to interactive design pattern which Evensen, Chan, Sanders, Nini and etc. used in Board game design. Then, we design a Board game ‘I got One set’ which is integrated with game-based learning for teaching assistant tool of geometry unit. By using self-made board game design and course-teaching activity integration lesson plan ‘Plane Shape and 3D Graph ’, we can assist frontline teachers to do teaching activity effectively with textbooks. We have 8 professional teachers, 8 junior-class teachers in elementary school, resource class teachers included and game examination targets, 7 junior-class students with low performance or mildly retarded students. The content of the game and lesson plan is reviewed by professional teachers many times. Moreover, during whole process, our research contains that real reactions and learning situations of 7 students observed by 8 professional teachers separately. Apart from this, it also has the teaching flow of the lesson plan design. Last but not the least, the examination results show that students can learn how to play game in 5 minutes and are very interested in playing a 5-min game. This obviously proved that it can promote students’ interest in learning. Besides, time for game explanation and play are both short. That is suitable for frontline teachers’ needs in lesson activities. This self-made board game ‘I got One set’ in this research is suitable for elementary students to practice in class or off class which assists them to have pre-concept of geometry thinking level in happy environment. Additionally, with this course-teaching activity lesson plan, teachers can know how to apply ‘I got One set’ into their course teaching. The design processes of game and lesson plan can provide other researchers of educational board game design for reference as well.