| Summary: | 碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 105 === The purpose of this study was to ascertain the effect of involving multicultural education and creative thinking into mathematical teaching for the junior high students. The sample was comprised of 87 seventh grade students who were from three classes in Taipei City. There were 45 (52%) male and 42 (48)% female students. Nonequivalent pretest-posttest control group design was conducted and all participants were divided into three groups. The first experimental groups involved multicultural education and creative thinking into the mathematical teaching. The second experimental group involved only multicultural education into mathematical curriculum. The third group was the control group. “New Creativity Test”, Creativity Assessment Packet”, “Mathematical Learning Motivation Inventory” were used as measuring tools to validate the difference of pre- and post-test. Besides, the first and second sectional test scores were also adopted for analyzing.
One-way ANCOVA and two-way ANOVA were conducted for validating the hypotheses. The main results were as follows:
1.“The teaching involving multicultural education and creative teaching” improved creative sensitivity of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did.
2. “The teaching involving multicultural education and creative teaching” improved creative cognition of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did.
3.Students show higher mathematical learning motivation in the group of the teaching involving multicultural education and creative teaching than in the group of the teaching involving only multicultural education. In addition, it was also found that students show higher mathematical learning motivation in the group of the teaching involving only multicultural education than in the control group.
4.“The teaching involving multicultural education and creative teaching” can promote the mathematical learning effect of the junior high students significantly than “the teaching involving only multicultural education” and the teaching of the control group did.
Finally, based on the results, there were several crucial suggestions were proposed for the future study, multicultural education and teaching for creativity.
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