Action Research on Adopting Experiential Learning Project to Promote 3th’ Graders' Length Estimation Ability in Mathematics

• Main Authors: Yi-Min Chiu, 邱怡敏
• Other Authors: Nay-Ching Tyan
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/57950018516073739206

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 103 === This study aimed to design an experiential learning mathematics program that was applicable to upgrade the length estimation ability of the third grade students. It also examined the changes of the students’ length estimation ability after implementing the program. The three objectives of the program were as follows: 1. To develop an appropriate mathematics experiential learning program "Length Estimation - No Measurement Tool" based on the teaching philosophy of experiential learning for the third graders. 2. To explore the students’ learning effectiveness in terms of length estimation after implementing the mathematics experiential learning program "Length Estimation - No Measurement Tool". 3. To document the researcher’s inspirational and learning growth after implementing the mathematics experiential learning program "Length Estimation - No Measurement Tool". Based on John Dewey’s theory of education “Learning by Doing”, this study developed five teaching activities for the forty third grade students, who were the home room students of the researcher. During the process, data was collected via observations, interviews, analysis of worksheets, teaching journals, teaching observation records, and self-developed length estimate surveys. The data was used to explore the effectiveness of the application of the mathematics experiential learning program "Length Estimation - No Measurement Tool" in the third graders. The results of the study were summarized below: 1. The mathematics experiential learning program "Length Estimation - No Measurement Tool" is programmed to serve as an extended learning in depth and width. The three pillars were the Grade 1-9 Curriculum Guidelines issued by R.O.C. Ministry of Education in 2003, Kolb's four-stage experiential learning theory （1984） and the Dick & Carey （2007） instructional design model. 2. After the implementation of the experiential learning program, students had shown remarkable growths in the sense of length specifically choosing correct length estimation measurements（*p＜.05）,choosing non-standard measurements as measuring basis（***p＜.001）, and adopting non-standard measuring tool for the accumulation of the measurements（***p＜.001）. 3. The execution of the experiential learning program had provided the researcher with a good opportunity to reflect on the development of experiential learning Mathematics program and promoting the students’ ability. Based on the conclusions of this study, recommendations had been made regarding experiential learning and teaching activities for length estimation. Key words：Experiential learning、Length estimation、Sense of length