Using Role-Play Teaching to Explore First-Graders’ Problem-Solving Performance on Addition and Subtraction Compare Word Problems

• Main Authors: Chen, Li-An, 陳麗安
• Other Authors: Lee, Yuan- Shun
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/7wnuaf

碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 104 === Abstract The study aims to explore the influence that role-play teaching has on first graders’ problem-solving performance in compare word problems. The study samples are two classes of first graders in an elementary school in New Taipei city. Both quantitative and qualitative research methods are adopted to conduct the study. The quantitative method refers to nonequivalent pretest-posttest control group design in Quasi-experimental method. Subjects are divided into experimental groups and control groups. The former adopt role-play teaching strategy, while the latter, general one. In the process, pre-test, post-test and delayed test are conducted to collect data, which were analyzed by two-way mixed design ANCOVA, paired-sample T-test, and descriptive statistics. Besides, related data from class and interviews are collected to conduct the qualitative analysis. The study results are as follows: 1. The post-test scores are significantly higher in experimental groups than in control groups. 2. No significant differences are found in both groups in the delayed test scores. 3. No significant differences in the scores of post and delayed tests in the experimental group, which indicates good learning retention. 4. In post-test scores, the rate of accuracy of unknown different word problems, reached 91 % in the “less” type, and 88% in the “more” type. That of unknown compare word problems reached 83 % in the “less” type, and 74% in the “more” type. That of unknown reference word problems reached 74% in the “more” type, and 75% in the “less” type . 5. The change of pupils’ problem-solving performance on addition and subtraction compare word problems results from role-play teaching, which promotes their attention and motivation in learning. Through role-play, pupils learned solving problems with the aid of painting; during the class discussion, they understood the meaning of each number in the equation; in the process of role play, they got a better understanding of what each statement in the problems means. Keywords: role-play, compare word problems