The Study of Integrating Mobile Devices into Elementary School Sixth Grade Students' Mathmatics Courses

• Main Authors: CHEN, CHUN-YU, 陳俊宇
• Other Authors: CHAO, JEN-YI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/qb5f98

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 106 === The study explored the integration of mobile devices into elementary school sixth grade mathematic courses. The mobile device’s overall situation during mathematics teaching was mainly observed and explored. In addition, targeting classes that had implemented mobile device teaching plans and classes that had not implemented mobile device teaching plans, the regular assessment and satisfaction survey data results were analyzed and explained. The research participants for the experimental group were obtained from the sixth grade experimental class; the control group in the study was obtained from a previous sixth grade class in which the experimental class homeroom teacher had carried out traditional text-based teaching. There were 36 students in each class. During the class time, the experimental class was observed and recorded, 5 units of 12 lessons in all. From the respective dimensions of experiment participation, interviewees were selected and classified, including the principal, the chief of the Division of Curriculum Study, the homeroom teacher, and three students. In order to gain an insight into the impact of the mobile device incorporated into mathematics teaching on students’ learning effectiveness. The conclusions drawn are as follows: 1、The incorporation of the mobile device into mathematics courses is superior to that of traditional teaching in terms of unit assessment grades; after the students received mobile device-incorporated teaching, their overall mathematics grades showed no significant difference compared to the students in the traditional teaching group. Based on the 2008 curriculum theme analysis unit grades, it was found that the students showed significant differences in the “Geometry” unit, indicating the mobile device’s substantial effectiveness in explaining the abstract concept of “geometry” in mathematics. 2、The students’ learning satisfaction towards the mobile device incorporated into mathematics course teaching was high; the students’ satisfaction towards the mobile device incorporated into mathematics courses was extremely high. Among the dimensions, “learning interest” had the highest impact on the students’ learning satisfaction, followed by “learning method”, and “information literacy and ethics” which produced the least impact. 3、The students believed with the use of the mobile device, the mathematics courses became more interesting, with higher student anticipation. After the students used the mobile device to learn mathematics, they were better able to comprehend and absorb math concepts that were more difficult to understand, which not only enhanced their learning interest, but also improved their attentiveness in class. They also looked forward to more collocation or integration in class to make the courses more interesting. 4、Proper and efficient incorporation and application of mobile device in course teaching: with the incorporation of the mobile device into mathematics course teaching, in terms of the teaching aspect, the teacher’s teaching steps, procedures, and mode remained unchanged. The teacher first grasped the main principles of and then developed a teaching model which incorporated the mobile device into teaching. During the course design process, the students’ learning focus and capabilities were also taken into account to devise ways to more efficiently incorporate and apply the mobile device in teaching, thereby enabling students to achieve effective learning.