The Effects of Multiple Representation Teaching Model on High School Students’ Learning Achievement — Example of Combination

• Main Authors: Hsu, Chin-Chuan, 許進傳
• Other Authors: Cheng, Ying-Hao
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/q6x72z

碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 103 === Abstract The main purpose of this study is to explore the teaching methodology of senior high school students’ repeating combinations, the "Teaching Model of Multiple Representation" of strategy instruction and assess student learning effectiveness and learning retention. Objects of Study are private senior high school students in New Taipei City, a total of 90 people. This research used quasi experimental study on group teaching of senior high school students experiment. The ANCOVA method for data processing, and to explore students' learning effectiveness and learning attitude. In the experiment of teaching, Teaching Model of Multiple Representation types are divided into: dynamic characterization model (learner-control group), static representation model (teacher performance group) and static text rendering (traditional teaching group). Mathematical pretest scores are divided into three mathematical levels: high, medium, and low. Research shows: (1) The learning effects on repeating combination of different teaching models shows learner-control and teacher performance groups have significant better learning result than the traditional group learning. There is no significant differences between the groups of learner-control group and the teacher performance group. The interaction effects of Multiple Representation Model and the mathematical ability is significant. In high mathematics ability learning group, there was no significant differences between three models; In medium mathematics ability learning group, learner-control group and teachers performances group has significant better result than traditional teaching group learning. Learner-control group’s average score is higher than teachers performances group, but no significantly differences. In low mathematics capacity learning group, teachers performances group has significant better result than traditional teaching group, which teachers performances group’s average scores are higher than learner-control group, but no significantly differences. (2) The result of repeating combination on the learning retention, learner-control group and teachers performance group are better than traditional teaching groups, but there is no significant differences. Different mathematical ability and teaching model of interaction of multiple representation is not significant. In the high mathematical ability and medium mathematical ability learners, learner-control group is significantly better than the traditional groups, which learner-control group is on average better than teachers performance group, but no significant differences in low mathematical ability learners, teachers performance group and learner-control group have no significant difference between the groups. (3) In the aspect of repeating combinations of teaching advice, teachers performance group and learner-control group have positive and affirmative attitude on information technology integrate into teaching. All in all, Teaching Model of Multiple Representation helps to enhance students' learning, conceptual understanding and mental model. Keywords : Teaching Model for Multiple Representation, Mental Models, Information Technology to Integrate.