Action Research on the Influence of Mathematical Writing on the Learning Motivation and Learning Achievement of Eleventh Graders in Malaysia

• Main Authors: Ng, Sea Seng, 黃世昇
• Other Authors: 秦爾聰
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s3y29t

碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === This study aims to investigate whether the implementation of mathematical writing improves the learning motivation and learning achievement of eleventh grade science students of Malaysian Chinese Independent High School. It also looks into the problems and solutions that are encountered in the implementation of mathematical writing teaching. Action research methodology is adopted for the research and, therefore, the teaching methods may be improved through two cycles from April to October in 2017, according to the different purposes of the research. The research tools used are the scale of mathematics learning motivation developed by Chin, Lo and Yeh (2015), as well as the “mathematical writing worksheets” designed by the researcher. During the process, questionnaires, interviews, feedback of students’ homework assignments and the results of the final examination (which are converted to Percentile Rank) are collected as the basis for analysis. The results of the study show that: (a)The implementation of mathematical writing teaching has encountered ten problems from the analysis of the teacher’s teaching, students’ learning and their mathematical writing worksheets. Additionally, solutions for the problems discovered are proposed. (b) Mathematical writing has become a communication bridge between the teacher and students. By means of mathematical writing, the teacher can understand more about students' learning situation, thus, improve his teaching. (c) Collaborative writing is more suitable for low-achieving students. (d) In the one-way repeated measured ANOVA, there is no significant difference between pre-test and post-test of the students' motivation in learning mathematics. (e) The implementation of mathematical writing is helpful for students' mathematical learning achievements. The single-factor repeated-quantity variation analysis shows that the research subjects’ mathematical learning achievements have made significant progress compared to all the students in the same level. Some teaching advices are as follows: (a) Adopting only one type of mathematical writing in a year. (b) Appropriate amount of teaching hours for teachers. (c) Symbol markings are encouraged while analysing a question. (d) Keeping mistakes made while solving a question. Future research sugesstions are proposed: (a) The effects of mathematical writing on learning anxiety. (b) How mathematical writing fosters the effectiveness of 4C competency.