| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 106 === In the early days, the mathematics education in Taiwan schools was more focused on spending a lot of time to master the computing power, lacking the concept of explaining mathematics. However, in the process of mathematics learning, teachers were less able to understand students' ideas about mathematical concepts or topics and also impossible to give immediate feedback.
In order to enhance students' mathematical cognitive abilities, the researchers hope to enhance students' high-level cognitive skills such as mathematics communication, criticism and post-consultation by mathematical writing. Therefore, this study proposes a set of explanatory mathematics problem solving activities combined with the previous research team "mathematical commentator" system and "pushing mechanism" and "online math discussion community". Introduce a pushing mechanism in the community to increase the motivation of students to participate in explaining mathematics problem-solving activities. By sharing and publishing their own mathematics writing, other students can give opinions and comments, and increase opportunities for interaction between students and let students help them improve their interpretation of mathematics topics and improve their understanding of mathematical concepts by watching the opinions and comments of students in the community. This study takes 29 students from a fourth-grade school in Taoyuan City as the research object, discusses the influence of explaining the mathematics problem-solving activities and the intervention of online community platform on students, and conducts teaching experiments without grouping. After descriptive statistical analysis Students are compared before and after the writing practice and community communication to compare the quality of the work and the experience of the students using the system.
The results of the study show that after the students explained the mathematics problem-solving activities and the online community platform, the quality of their writing works is better than that of the first-time use of the mathematics writing system. The feelings of using the system are investigated through the motivation questionnaire. The results of these two items indicate that students have a higher willingness to use the system in the experiment and a significant improvement in the quality of the work written in mathematics.
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