| 摘要(英) |
Geometry is everywhere in our lives, but past research has rarely given learners the opportunity to apply geometric learning to real situations. In addition, few studies have delved into the relationship between single shape and geometric learning, and lack of discussion on its impact on geometric learning effectiveness and geometric estimation.
Therefore, this study developed a Ubiquitous Geometry (UG) for the geometric mathematics of elementary school students, so that learners can apply geometric mathematics to life. The main purpose is to explore the use of UG by learners in real situations. To measure real objects, and to carry out geometric measurement to solve problems, and to explore its influence on geometric learning effectiveness and geometric estimation ability, to further explore the relationship between learner′s geometric measurement behavior and its geometric learning effectiveness and geometric estimation ability. This study consisted of 77 students in fifth grade, divided into experimental group which is using UG system (EG), control group-ruler measurement group (CG-R) and control group-traditional teaching group (CG-T), which lasted about one month.
The results of the study found that in the post-test geometry learning results, EG was significantly better than the CG-T. Among the geometric estimation ability, the EG was significantly better than CG-R and CG-T. In the geometric measurement learning behavior, the learner uses the "diamond" measurement learning and the post-measurement geometry learning performance to show a significant positive correlation; the "parallelogram" measurement learning and geometric estimation ability is significant. Positive correlation. In a single area, learners use the "diamond" and "parallelogram" measurement learning and post-measure geometry learning performance to show a significant positive correlation; the use of "diamond" and "trapezoid" measurement learning and geometric estimation ability showed a significant positive correlation. In the compound area, there is a significant positive correlation between the use of "triangle" and "rectangle" measurement learning and post-measurement geometry learning. Finally, the learners of the questionnaire survey group found that most of the learners believe that the measurement in the real situation can effectively improve their geometric learning scores. |
| 參考文獻 |
一、中文部分：
教育部. (2003). 國民中小學九年一貫課程正式綱要。
二、英文部分：
Aslan Tutak, F., & Adams, T. L. (2017). A study of geometry content knowledge of elementary preservice teachers. International Electronic Journal of Elementary Education(3), 301-318%V 307.
Cheng, Y.-H., & Lin, F.-L. (2007). The effectiveness and limitation of Reading and coloring strategy in learning geometry proof. Proceedings of PME 31, 2, 113-120.
Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education, 267-297.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Elia, I., van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry learning in the early years: Developing understanding of shapes and space with a focus on visualization. In Forging Connections in Early Mathematics Teaching and Learning (pp. 73-95): Springer.
Gecu, Z., & Ozdener, N. (2010). The effects of using geometry software supported by digital daily life photographs on geometry learning. Procedia-Social and Behavioral Sciences, 2(2), 2824-2828.
Healy, L., & Hoyles, C. (2000). A study of proof conceptions in algebra. Journal for research in mathematics education, 396-428.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2.
Levine, D. R. (1982). Strategy use and estimation ability of college students. Journal for Research in Mathematics Education, 350-359.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
McClintock, E., Jiang, Z., & July, R. (2002). Students′ Development of Three-Dimensional Visualization in the Geometer′s Sketchpad Environment.
Nejem, K. M., & Muhanna, W. (2014). The effect of using smart board on mathematics achievement and retention of seventh grade students. International Journal of Education, 6(4), 107-119.
Post, T. R., Harel, G., Behr, M., & Lesh, R. (1991). Intermediate teachers’ knowledge of rational number concepts., 177-198.
Sinan, O., Arif, A., & Glenn, S. (2005). Computers and 2D geometric learning of Turkish fourth and fifth graders. British Journal of Educational Technology, 36(2), 317-326.
Sinclair, M., de Bruyn, Y., Hanna, G., & Harrison, P. (2004). Cinderella and the geometer′s sketchpad. Canadian Journal of Science, Mathematics and Technology Education, 4(3), 423-437.
Su, C. (2017). Designing and Developing a Novel Hybrid Adaptive Learning Path Recommendation System (ALPRS) for Gamification Mathematics Geometry Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2275-2298.
Thom, R. (2002). Measurement? It′s Fun! Didn′t You Guess? Australian Primary Mathematics Classroom, 7(2), 26.
Xu, Y., Regier, T., & Newcombe, N. S. (2017). An adaptive cue combination model of human spatial reorientation. Cognition, 163, 56-66.
Yang, Z., Wang, P., Wang, Y., Xu, W., & Nevatia, R. (2018). LEGO: Learning Edge with Geometry all at Once by Watching Videos. Paper presented at the Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition. |
[Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit