Investigation of APOS Instruction on Multiplication formula for Junior High School Students

• Main Authors: HUANG, YI-MIN, 黃亦敏
• Other Authors: Yuan-Horng Lin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/f4dtgg

碩士 === 國立臺中教育大學 === 數學教育學系 === 106 === This study uses APOS (Action-Process-Object-Schema) theory and representation theory as the theoretical framework to explore the effectiveness of the second grade students in the study of Multiplication formula in junior high schools, and the types of errors that students may have after the teaching of the Multiplication formula. The research design is quasi-experimental research method. The subjects are second graders from four different classes in a junior high school of Taichung City. Two classes are assigned as the experimental group and the others are the control group. The teaching materials of the two groups are based on the textbooks and exercises of the Multiplication formula unit. The experimental group is taught with incorporating instructions of APOS theory. The control group is taught with the traditional method. The pretest, posttest, and postponement are designed to analyze the effectiveness of student Study retention, and the types of errors are analyzed based on the responses of the two groups of students during postponement.The results of this study are as follows. 1. The results from covariance analysis show that the learning effect of students with APOS teaching method is significantly better than that of the traditional teaching method. 2.The results from covariance analysis show that the learning effect of students with APOS teaching method is significantly better than that of the traditional teaching method at the Process and Object levels. 3. The results of the covariate analysis show that the APOS teaching method is superior to the traditional teaching method in the learning retention of formula representation. 4.The results from covariance analysis show that the learning effect of students with APOS teaching method is significantly better than that of the traditional teaching method in formula representation at the Process and Object levels. 5. The error type analysis results show that the error rate of APOS teaching method is lower than the traditional teaching method.