The Study of Integratin Magic Board into parallelogram, triangle and trapezoid on the Fifth Graders’ Problem-Solving Performance

• Main Authors: DING, MIN-YA, 丁敏雅
• Other Authors: HUANG, CHIEN-CHUNG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/uqe7cb

碩士 === 國立臺南大學 === 應用數學系碩士班 === 106 === The purpose of this research was to explore the impact of integrating the use of multipurpose display boards into the teaching of areas of parallelograms, triangles, and trapezoids to influence the performance of problem solving and learning motivation of mathematics in the students of 5th grade at the elementary school, and to understand the differences in solving problems among students with different achievements. Researchers adopt a design that focuses on quality and conduct research. Quantitative analysis is the mainstay, supplemented by qualitative interviews. Randomly selected 56 students in two classes of an elementary school in the east district of Tainan City as the research object. One class was the experimental group, taking 5 lesson in one week with using multipurpose display boards as an assisted teaching instruments. The other class was the control group with traditionally speaking, teaching methods. The content of the teaching is the “The area of parallelogram, triangle, and trapezoid” of the eighth unit of the Ninth Edition of the Nan-Yi Publisher. After the experimental teaching, two classes of students completed learning achievement test and questionnaires of mathematics learning motivation. The researchers used SPSS 21.0 to analyze the data and compare the differences. The results of the research are as follows: (1) There are differences in achievement test of parallelograms, triangles and trapezoids in the 5th grade students of elementary school. Analysis by total sample or analysis by experimental group and control group respectively, the best performing question type is “Calculate The area of graphics". "The area of compound graphics" is the worst type of question. (2) There is no significant difference in the performance of mathematics problem solving for the both teaching ways. (3) There is no significant difference in the attitude of mathematics learning with using multipurpose display boards in teaching.