| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === Teachers should no longer use textbook-based teaching methods, instead focus on how students think mathematically and apply what they have learned in life, as well as develope their mathematical literacy. Furthermore, while solving mathematical problems, students’ mathematics reading comprehension is crucial. Therefore, the researchers wish to integrat reading, i.e. effectively comprehending the information, into mathematical inquiry-based teaching, in order to help students grasp the context of the formation of mathemaitcal concepts, strengthening their conceptual understanding and further application.
This study aims at exploring the effectiveness of reading embedded in inquiry-based mathematics teaching and expository teaching on the seventh graders’ mathematics reading comprehension and mathematical literacy. The study adopts quasi-experimental method and fourty-eight seventh graders of two classes in Changhua County junior high school as the research subjects. A class of twenty-three students is set as the experimental group, using reading embedded in inquiry-based mathematics teaching to learned; while another class of twenty-five students is designated the control group receiving expository teaching. This experimental teaching is implemented for twenty-one weeks from seventh grade second semester to eighth grade first semester. A pretest and posttest of mathematical literacy and reading comprehension strategies scale are conducted to both groups of students, using the statistical analysis of one-way ANCOVA, dependent samples t test, correlation coefficients, etc. to understand the subjects’ mathematical literacy and mathematics reading comprehension whether there are significant differences. Besides, qualitative data, such as semi-structured interviews, learning sheets, etc.are also collected and analysed for providing supportive interpretation.
The results reveal that: 1. After implementing reading embedded in inquiry-based mathematics teaching, the experimental group outperformthan the control group of students on mathematical literacy, and the experimental group make significant progress on their mathematical literacy; 2. After implementing reading embedded in inquiry-based mathematics teaching, both the two groups’ mathematics reading comprehension are improved, and the gap between these two groups gets narrower, however, there is no significant differences; 3. Both mathematical literacy and mathematics reading comprehension of the two groups reveal low correlated, and mathematical literacy and reading comprehension strategies scale measured before and after moderately positive correlated, the reading comprehension strategies scale posttest and mathematical literacy posttest to learning achievement performancemoderately positive correlated.
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