| dc.description.abstract | With the advance of technology, the price-drops and the increasing reliance of personal computers showed possibilities and opportunities in transforming our current education. As mentioned in Bloom’s 2-sigma problem (Bloom, 1984), one-to-one classroom learning provided a significant learning outcome compared to the conventional. Therefore, with the support of technology, applying one-to-one learning in the regular practice might be the goal for future education. In this study, we explored the feasibility and experiences for one-to-one self-directed learning (SDL) on mathematics in Taiwan. To this end, this study describes a three-component design, including mathematics knowledge acquisition, learning contracts and reflection, and teacher’s monitoring. The three-components seeks to identify the feasibility of one-to-one in mathematics to support self-directed learning pedagogy, where students are responsible for their learning contracts with the classroom teachers, and they are also self-directed rather than passively received instructions in a teacher-centered environment. As a result, students demonstrated an increase of 43% pace with 76.69% of accuracy in average, while teachers’ perceptions are also identified with interviews. Moreover, a case study regarding the differences on goals are also examined in terms of learning outcomes, motivation, and learning strategies in this study, in which students with intrinsic goals finished similar tasks but they spent less time than those with extrinsic goals. Compared to the normal curriculum commonly used, the main contributions of this study are that student’s average pace is increased, and. Moreover, a case study that examines the differences between students with intrinsic goals and those with extrinsic goals in SDL is also discussed in this study. | en_US |