此外，學生的動機問卷結果顯示他們對概念討論和擬題較有興趣。然而，學生的擬題和系統提供的問題相似，只有稍微改變。值得注意的是，他們的解釋型寫作、解題和對創作討論溝通活動的動機能夠預測數學溝通活動的表現。研究最後也討論了對教學設計、數學老師和數學教育研究者的影響。;Mathematical communication is an important approach and ability when learning mathematics. This study examined how to foster students’ mathematical communication abilities by using tablet PCs. Two studies using students from different grades were conducted. In Study 1 , a pretest-posttest 2 x 2 factorial design with two levels of between-subject conditions (“RPTMC” and “traditional”), and two levels of within-subject time variables ("pre" and "post") were used.
In the experimental group, RPTMC, the students were encouraged to generate math creations, including mathematical representations, solutions, and solution explanations, as their instructional materials. They then reciprocally tutored classmates to increase opportunities for mathematical communication throughout the semester. A Math Teacher System (MTS) was designed for supporting students’ math creations and reciprocal peer-tutoring activities.
An experiment involved 51 second-graders to evaluate their improvement in mathematical communication abilities. While the control group received one-to-one self-learning of mathematical materials and teacher-led instruction, the experimental group was engaged in computer-supported reciprocal peer tutoring (RPTMC), in the same environment with the same materials. Both groups were evaluated using a mathematical communication assessment.
The results indicated that the experimental group outperformed the control group in the post-assessment. Additionally, students’ math creations were analyzed to assess their formative development. The results showed that students’ math creations became clearer and more efficient. In other words, their mathematical representational abilities and writing became more accurate after the learning activity.
In Study 2, students were also encouraged to generate math creations, including mathematical representations, solutions, explanatory writing, summarizing writing, and problem posing as their communication materials. A new mathematical communication system, Math Narrator System, was designed for supporting students’ math creations and discussion activities.
Ninety-one students were involved in this study. Mathematical communication abilitieswere measured with a mathematical communication assessment, online math creation, and questionnaires according to students’ achievement performance. The results revealed that the CD communication activity enhanced students’ mathematical communication abilities, and the low achievers showed significant progress in all abilities except for mathematical representation.
Regarding the math creations, students only showed significant differences in their writing in the area unit and solution in the time unit. This might have been due to the features and difficulty of the word problems. However, students’ summarizing writing did not meet the expectations, and few students identified the critical features of word problems. Further, the questionnaire showed that students′ motivation in mathematics communication were more spurred by the concept discussion and problem posing. Additionally, students’ problem posing exhibited similar problems as those found in the system provided with slight changes. Their mathematical explanatory writing, solutions, and motivation for the CD communication activity were found to be predictive of mathematical communication abilities. The conclusions of this study, along with related pedagogical implications for instructional designers, math teachers, and math educational researchers, are also discussed.