A Study on Learning Effectiveness of Teaching Cartesian Coordinate Plane and the Graph of a Linear System of Two Variables with Mathematical games

• Main Authors: CHEN,MENG-YI, 陳孟宜
• Other Authors: SHIEH,BIH-SHEUE
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/33154722766827994517

碩士 === 國立臺南大學 === 應用數學系碩士班 === 105 === The purpose of the study is to assess whether the strategy of applying mathematical games in teaching cartesian coordinate plane and the graph of a linear system of two variables has positive learning effects on students and to explore if the mathematical games enhance retention effects . A Quasi-experimental method is adopted in the study. From one secondary school , two first grade classes were chosen to be participants . One of them was the experimental class and the other was the control class . According to the class average score of the the final examination , the class which had the similar average score with the experimental class was selected to be the control class . The research taught the experimental class by using mathematical games but another teacher taught the control class by adopting traditional pedagogy . After the experimental courses , a post-test in both classes was conducted and analyzed by the SPSS statistical software to have a clear picture of the effectiveness in the students’ learning . Two weeks after the post-test , a delayed- post-test was conducted in the experimental class . The post-test , and the delayed- post-test were analyzed by the SPSS statistical software to explore if the mathematical games enhanced retention effects . The findings of the study are as follows： 1.The result of the post-test revealed that the average score of the experimental class is higher then the score of the control class . There is a significant difference between them . It is assumed that the teaching startegy of mathematical games is better than traditional pedagogy . 2.The average score of the experimental class is higher in the delayed- post-test than in the post-test . It shows that there is not a significant difference between the post-test and the delayed- post-test . It is assumed that the teaching startegy of mathematical games helps improve the retention effects .