電腦支援同儕互教之活動與系統設計以增進小學數學解題溝通能力

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黃瀅晏(Ying-Yen Huang) 查詢紙本館藏

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網路學習科技研究所

論文名稱

電腦支援同儕互教之活動與系統設計以增進小學數學解題溝通能力
(Activity and System Design of Computer Supported Peer Tutoring for Enhancing Mathematics Communication Ability of Elementary Students)

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摘要(中)

數學溝通能力的培養有助於學生反思和釐清數學概念，能夠提升學習者對於數學概念的理解和表達能力，增進數學的學習表現和解決問題之能力。教育部亦將「數學溝通能力」納入九年一貫課程綱要中，成為學生培養數學能力重要指標之一。然而台灣的教育仍是以升學與成就為取向，忽略了學生在學習過程中的表現，缺少對於學生數學溝通能力的培養，在傳統大班教學環境中，每位學生不見得都有機會能夠表達自己的學習想法，甚至是容易被忽略，因此有研究提出同儕互教能以相近的認知想法以及語言進行教與學的過程，促進學習者間的溝通有助於知識的吸收和理解。
因此，本研究以同儕互教為基礎發展培養國小學童數學解題溝通能力活動，讓學生輪流扮演教學者與被教者，透過電腦系統支援學生彼此相互解釋自己的數學解題想法，促進學生學習表達自我和理解他人之數學想法，並利用數學解題溝通能力測驗卷、問卷、實驗活動及訪談法進行資料收集與結果探討。研究發現同儕互教有助於增進學童之數學解題溝通能力，不同數學解題溝通能力成就之學生隨著同儕互教活動的進行，其能力表現皆不斷的提升且逐漸接近，而學生對於同儕互教亦持有正向的態度，認為同儕互教能夠幫助他們培養以及提升數學解題溝通能力。

摘要(英)

Mathematical communication ability help students to reflect and clarify mathematical concepts can enhance learners’ mathematical understanding and expression, to promote mathematical learning performance and problem solving skills. Mathematical communication ability has become one of the important indicators to evaluate students’ mathematical ability. However, most of the math courses in elementary school rarely focus on culturing students’ mathematical communication ability, still learning based on an achievement-oriented way. In addition, each student may not have the opportunity to express their own ideas in the traditional teaching environment, even easy to be ignored. Previous researches have showed that peer tutoring could promote communication between learners contribute to the knowledge understanding, also enhance the learning performances.
Therefore, in this study, peer tutoring used as the main axis of research activities design, and also develop a system to support peer tutoring for enhancing mathematical communication ability of elementary students. Students prepare their own teaching materials and teach each other through the system, explaining their mathematical problem-solving ideas by using graphics, mathematical formula, literal interpretation, and oral, also use mathematical communication skill test, questionnaires, experiments, and interviews as the data collected. The research result has showed that peer tutoring could enhance students’ mathematical communication ability, and also students with different mathematical communication ability its performance are constantly ascend and gradually close. Besides, students holds a positive attitude towards peer tutoring, believe that peer tutoring can help them to enhance mathematical communication ability.

關鍵字(中)

★ 數學解題溝通能力
★ 同儕互教
★ 自我解釋
★ 同儕解釋

關鍵字(英)

★ mathematical communication ability
★ self-explanation
★ peer-explanation
★ peer tutoring

論文目次

目次 i
圖次 iii
表次 v
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的與問題 3
一、研究目的 3
二、待答問題 3
第三節研究範圍與限制 5
一、研究範圍 5
二、研究限制 6
第二章文獻探討 8
第一節同儕互教 9
第二節自我解釋 12
第三節同儕解釋 14
第四節數學溝通能力 16
一、數學溝通能力之內涵 16
二、圖像表達 19
三、低年級學生的數學溝通能力 20
四、數學溝通評量方法 21
第三章活動與系統設計 24
第一節系統架構 24
第二節活動與系統流程 25
一、活動分組 27
二、個人準備教材 28
三、同儕互教 33
四、上台教學 39
五、教師示範 41
第四章研究方法 43
第一節研究工具 43
一、數學解題溝通能力測驗 43
二、數學解題系統 45
三、研究觀察記錄 45
四、同儕互教學習問卷 46
五、訪談 47
第二節研究流程 48
一、準備階段 49
二、系統、活動與研究工具設計階段 49
三、實驗實施階段 49
四、資料分析階段 50
第五章實驗與結果分析 52
第一節同儕互教提升數學解題溝通能力 53
一、數學解題溝通能力測驗結果 53
二、學生解題解釋成果表現 59
三、不同數學解題溝通能力成就學生解題解釋成果表現 63
四、問卷分析學生對於同儕互教的學習認知 67
五、教師訪談 72
第二節同儕互教中扮演不同角色之感受 75
第六章結論與未來展望 79
第一節結論 79
一、數學解題溝通能力之學習活動與系統 79
二、同儕互教提升數學解題溝通能力 80
三、同儕互教中扮演不同角色之感受以及影響原因 81
第二節未來展望 82
一、未來研究建議 82
二、同儕互教活動設計 83
三、系統建置建議 84
參考文獻 86
附錄 92
附錄一數學解題溝通能力測驗 92
附錄二數學解題溝通能力測驗 95
附錄四數學解題溝通能力測驗評分標準 98
附錄五學生解題解釋成果評量標準 101
附錄六問卷 102

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2012-7-4

推文