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|Title: ||以雙人對戰縮寫遊戲幫助學生理解數學文字題題意;Developing a Battle Game for Enhancing Students’Understanding on Word Problems in Mathematics: A Case of Shortening Problems|
|Keywords: ||數學文字題;解題;題意理解;Mathematical word problems;Problem solving;Comprehension of word problems|
|Issue Date: ||2015-09-23 14:42:50 (UTC+8)|
;Elementary school students often demonstrate poor performance in solving mathematics word problems. The reason for such a phenomenon might be because most of these students do not understand the meaning of the problem, as well as the goals for problem solving. Students usually only solve the problem with surface information and keywords. In addition, for the description of long problems, the students cannot catch the key point easily without going deep into core of the problem. On the other hand, most previous studies emphasized on reading comprehension, which concerned about the paper-based drill-and-practice. Such an approach might lead to low motivation in learning.
Therefore, this study designed a gamming activity, which applied one-on-one battle mode for shortening mathematical word problems, to enhance students′ understanding of mathematical word problems and increase their learning motivation. The subjects of this study were two classes of grade four students in Taoyuan City. The subjects were assigned to an experimental group (used computer) and a control group (used paper-based approach). A pre-test and a post-test including word problem reading comprehension test and mathematics learning motivation questionnaire were conducted before and after the experiment. The pre-test and post-test were analyzed to verify whether the activity enhanced students′ abilities to understand the mathematical word problems and mathematical learning motivation.
The results showed that the performance of the experimental group was better than the control group in terms of reading comprehension and mathematics learning motivation. It might imply that the computer-based word problems shortening game brought positive effects on reading comprehension and motivation. In addition, the location of redundant information also influenced students’ performance. More specifically, students performed better with redundant information located in the front and middle parts of a problem than that located in the tail part of a problem. Such a finding might imply that students were not familiar with the semantic structure of word problems. Therefore, we further designed a model for expanding word problems to help students think on the semantic structure of word problems. We hoped students can gain comprehensive understanding about the meaning of mathematical word problems by applying the shortening and expanding model.
|Appears in Collections:||[網路學習科技研究所 ] 博碩士論文|
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