探討國小數學概念回推策略對數位學伴學生數學學習成效及學習態度之影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：19

、訪客IP：3.129.211.173

姓名

楊舒熏(Shu-syun, Yang) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

探討國小數學概念回推策略對數位學伴學生數學學習成效及學習態度之影響
(The Effects of Mathematics Conceptual Backstepping Strategy into Cyber-Synchronous on Learning Performances and Learning Attitude for Primary School Students on Distance Learning Companion)

相關論文

★ 服務學習融入師資培育: 以線上課輔活動為例	★ 以TARGET教學模式設計機器人教學單元課程活動與評量
★ 解題導向式教學融入線上課輔對學習動機與學習成效之影響	★ 動機因素與鷹架輔助機制對學生圖形化程式語言學習成效之影響
★ 探索機器人學習活動之背景和經驗、動機、策略與成就相關性：以國小高年級學生為例	★ 線上課輔教學準備度指標之開發與應用:以數位學伴大學伴為例
★ 大學學生多媒體創作歷程研究	★ 書法教學現況及教師書法教學意願之研究—以台北市國小為例
★ 網路理情課程對國小學童網路攻擊與現實攻擊傾向的影響	★ 教師部落格樣貌分析
★ 青少年部落格樣貌之探究─以「無名小站」為例	★ 創意思考螺旋教學模式下師生互動模式之分析-以Topobo機器人為例
★ 無縫隙線上討論環境之建構與評估-序列行為分析與其對學習之影響	★ 越南語為第二外語臺灣學習者學習策略與科技輔助之研究
★ 英語課程融入團康遊戲對國小五年級生英語口說焦慮與英語口說成效之影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

本研究擬以「數學概念回推策略」融入線上課輔，以提供大學伴進行教學，並討論運用該策略於數學教學對於學生的數學學習態度、數學學習成效及解題方法滿意度之情形。研究期間於2012年10月8日至2012年12月25日，每週上課兩次，一次課程為1.5個小時，對象為國小六年級學童20名。以「自編數學學習成效量表」、「數學學習態度量表」、「解題方法滿意度量表」作為研究工具。另蒐集質性資料作為分析，如訪談、文件分析等。
結果顯示數學概念回推策略教學以持續演練相同概念或回推至學生先前未精熟的概念，以增進學生對於數學題型的精熟程度，使小學伴更能掌握數學解題技巧與未精熟的數學概念，因而就本篇研究而論，此教學方式能促進小學伴的數學學習成效及奠基其數學基礎能力。而透過奠基小學伴的基礎能力後，小學伴之數學學習態度也有所提昇，特別是數學學習信心。
另外，透過量表瞭解小學伴其解題方法滿意度，結果顯示小學伴不受是否提供數學概念回推策略而有所差異，但由質性資料內容得知小學伴的行為能佐證小學伴採用數學概念回推策略後，其學習行為變得更為積極及對本策略的滿意。於教學現場中，整體而論是成功的，但仍有尚改善的空間於教學，希冀對未來的線上課輔有所幫助。

摘要(英)

The study aimed to provide mathematics conceptual backstepping strategy with e-tutors for cyber-synchronous learning and it examined the effects of mathematics conceptual backstepping strategy on e-tutees’ learning attitude toward mathematics, learning performances, and courses’ satisfactions of mathematics conceptual backstepping strategy. Mathematics curriculums started from October 8, 2012 to December 25, 2012. Twenty sixth graders participated in the after-class e-tutoring sessions for one hour and a half a course, twice per week. Researcher-produced math tests, questionnaire of learning attitude toward mathematics and questionnaire of problem-solving approach satisfaction were used as research instruments. Besides, qualitative data was also collected for analyses in the study.
The results indicated that constantly drilling e-tutees to do mathematics conceptual backstepping strategy by using the same concepts or learners’ unfamiliar concepts. To improved e-tutees’ concept of math and made e-tutees master the math problem solving skills and acquired proficiency of the unfamiliar with the concepts. Moreover, the struction could provide e-tutees’ learning performances and based ability of mathematics. E-tutees’ learning attitude toward mathematics could be better by based on e-tutees’ ability, especially learning confidence of mathematics.
Beside, to realize e-tutees’ problem-solving approach satisfaction into cyber-synchronous by questionnaire. The outcome revealed that it didn’t differ from t-tutors offer the instruction (mathematics conceptual backstepping strategy) or not. But, by qualitative data, we could find using mathematics conceptual backstepping strategy’s t-tutees’ behavior become better than other t-tutees. All in all, it could find out the success in teaching scene, still the teaching could be improved. Hope to provide some suggestions into cyber-synchronous in the future.

關鍵字(中)

★ 線上課輔
★ 數學概念回推策略
★ 數學學習成效
★ 數學學習態度
★ 解題方法滿意度

關鍵字(英)

論文目次

中文摘要 i
英文摘要 ii
誌謝 iv
目錄 vi
圖目錄 viii
表目錄 ix
一、緒論 1
1-1　　研究動機 1
1-2　　名詞釋義 3
1-2-1　數位學伴 3
1-2-2　數學概念回推策略 3
1-2-3　數學學習成效 4
1-2-4　數學學習態度 4
1-2-5　解題方法滿意度 4
1-3　　研究目的 5
1-4　　研究限制 6
1-4-1　樣本的限制 6
1-4-2　團隊內的大學伴 6
1-4-3　數學版本與數學概念之間的相對應 6
1-4-4　訪談與健康之間的關係 6
二、文獻探討 8
2-1　　遠距教學暨數位學伴線上課業輔導服務計畫 8
2-1-1　遠距教學的意義 8
2-1-2　遠距教學暨數位學伴線上課業輔導服務計畫 9
2-1-3　遠距教學暨數位學伴線上課業輔導服務計畫之實證研究 9
2-2　　數學概念教學對學生之影響 10
2-2-1　數學概念教學的理論基礎 11
2-2-2　數學概念教學的實證研究 12
2-3　　數學概念回推策略對學生之影響 13
2-3-1　數學概念回推策略的理論基礎 13
2-3-2　數學概念回推策略的實證研究 14
2-4　　線上教學者對學生之影響 16
2-4-1　線上教學者的角色、教學任務與能力 16
2-4-2　線上教學者之影響 18
2-4-3　線上教學者之實證研究 19
三、研究方法與設計 21
3-1　　研究設計 21
3-2　　研究對象 22
3-3　　課程設計及課程教學 22
3-3-1　數位學伴線上課輔情境圖 22
3-3-2　數位學伴線上課輔活動流程 24
3-3-3　數位學伴線上課輔教學活動流程 25
3-4　　研究工具 28
3-4-1　數學學習態度量表 28
3-4-2　數學學習成效量表 32
3-4-3　解題方法滿意度量表 35
3-4-4　質性研究 37
3-5　　資料分析方法 40
四、研究結果 41
4-1　　數學概念回推策略教學有無對小學伴數學學習態度之差異 41
4-2　　數學概念回推策略教學有無對小學伴數學學習成效之差異 50
4-3　　數學概念回推策略教學有無對小學伴解題方法滿意度之差異 51
4-4　　小結－研究者參與觀察 60
五、結論與建議 63
5-1　　結論 63
5-1-1　數學概念回推策略融入線上課輔之小學伴數學學習態度 63
5-1-2　數學概念回推策略融入線上課輔之小學伴數學學習成效 64
5-1-3　數學概念回推策略融入線上課輔之小學伴數學概念回推策略滿意度 65
5-2　　建議 66
5-2-1　對教學方面的建議 67
5-2-2　對未來研究的建議 67
參考文獻 69
附錄一 81
附錄二 82
附錄三 83
附錄四 85
附錄五 87

參考文獻

何俊青（2003）。建構式概念教學在國小社會科之實驗研究。台東師院學報，14(1)，111-138。
余素苓（2010）。資訊科技應用於教學創新教學模式及典範團隊期中成果報告。臺北縣：教育局。
呂慈涵（2012年5月）。從全人教育與生活品質談「關懷數位弱勢、縮短數位落差」。GCCCE 2012全球華人計算機教育應用大會，墾丁福華飯店。
林巧奇（2008年10月）。網路視訊線上即時教學於課後輔導教學之成效初探。CNTE 2008電腦與網路科技在教育上的應用研討會，新竹煙波大飯店。
林生傳（1996）。概念教學對概念發展的實驗效果－階次理論模式的概念教學實驗。國立高雄師範大學教育學系教育學刊，12，31-70。
林俊閎（2008）。服務學習融入師資培育：以線上課輔活動為例（未出版碩論）。國立中央大學，桃園市。
林映如（2011）。線上家教教師專業知能內涵之研究（未出版碩論）。國立臺灣師範大學，台北。
林偉銘（2010）。以線上家教模式探討偏鄉地區學童數學學習成效、數學態度與滿意度之影響（未出版碩論）。輔仁大學，台北。
侯雪卿（2003）。國小高年級學童圓概念教學模組補救教學之個案研究（未出版碩論）。國立嘉義大學，嘉義市。
張其勝（2009）。以Hewson Model為基礎之數位學習活動設計－以分數概念教學為例（未出版碩論）。國立臺北教育大學，台北。
張春興（2007）。教育心理學：重修二版。台北：東華。
張逸婷（2002）。電腦學習網站輔助國小學生數學學習之學習成就、數學態度及電腦態度之相關研究（未出版碩論）。國立屏東師範學院，屏東市。
教育部（2012）。數位學伴線上課業輔導服務計畫網。2012年8月22日取自 http://www.dsg.fju.edu.tw/dsg/
陳勝文（2010）。研究數位學伴對學習成效之影響（未出版碩論）。淡江大學，台北市。
陳資文（2010）。學習滿意度之基礎理論探討。網路社會學通訊期刊，90，1-5。
陳德懷（2009）。一對一數位學習的研究。數位學習科技期刊，1(2)，106-111。
曾淑容（1991）。普通班和資優班學生性別、年級、數學歸因和數學態度的相關研究。特殊教育學報，6，373-430。
黃幸美（2002）。數學概念之教學－觀察與操作為例。數學標準本位教學與評量國際學術研討會，台灣。
黃國楨（2006）。數位時代的學習契機與要素。研習論壇月刊，71，5-10。
楊智強（2006）。透過線上家教對國中生數學解題能力及學習態度影響之行動研究（未出版碩論）。國立交通大學，新竹。
詹婉華（2005）。一位國小教師在數學教學的轉變。台灣數學教師電子期刊，4，2-15。
鄒景平（2006）。數位學習的四項要素。研習論壇，71，24-29。
蔡秉燁（2007）。促進理解之認知學習：國小數學學習地圖。台北：高等教育。
鍾玉敏（2008）。同步即時互動系統應用於家教輔導研究－以英語家教為例（未出版碩論）。國立清華大學，新竹。
魏麗敏（1988）。國小學生數學焦慮、數學態度與數學成就之關係暨數學學習團體諮商之效果研究（未出版碩論）。國立台灣師範大學，台北。
蘇瓊如（2012）。偏鄉學校實施數位學伴網路課業輔導服務計畫之個案研究（未出版碩論）。佛光大學，宜蘭縣。
吳明隆、葛建志（2006）。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報，21，1-18。
呂慈涵、林宏彥（2008年10月）。偏鄉中小學遠距課業輔導執行模式與策略─以輔仁大學遠距課輔實施經驗為例。CNTE 2008電腦與網路科技在教育上的應用研討會，國立新竹教育大學。
周玉霜、溫武男（2012年5月）。跨越時空的生命感動－當我遇見了這個計畫。GCCCE 2012全球華人計算機教育應用大會，墾丁福華飯店。
林甘敏、陳年興（2004年5月）。e-Learning個人不同層面學習滿意度之比較分析－網路大學資管碩士學分班。ICIM 2004第十五屆國際資訊管理學術研討會，中原大學。
陳皎眉、孫旻暐（2006）。從性別刻板印象威脅談學業表現上的性別差異。教育研究月刊，147，19-30。
喻平、馬再鳴（2002）。論數學概念學習。數學傳播，26(2)，89-96。
黃能堂、翁婉慈（2005）。線上教師能力內涵之探究。成人及終身教育學刊，5，1-19。
賴志豐、張瓊穗（2005）。情境模擬策略融入師資培育線上課程之設計與發展：以「班級經營」為例。教育資料與圖書館學，42(3)，433-449。
譚寧君、涂金堂（2000）。國小數學實驗班與非實驗班學生數學學習成效之比較研究。國立臺北師範學院學報，13，397-434。
莊謙本、黃議正、沈家伃（2011）。植基認知負荷取向在課程教材設計及其教學成效分析。屏東教育大學學報，36(3)，169-206。
黃元彥、劉旨峰、黃瓊葦（2011年11月）。參與偏鄉教育之省思:來自遠距課輔學伴之經驗敘說。TWELF 2011第七屆台灣數位學習發展研討會，福華國際文教會館。
鍾玉敏、楊叔卿、柯華葳（2005年12月）。線上家教課輔系統初探。NCS 05全國計算機會議，崑山科技大學。
張琬羚、劉旨峰、林俊閎、黃瓊葦（2011年11月）。線上課輔活動對數學學習動機之影響-以國小四年級學童為例。TWELF 2011第七屆台灣數位學習發展研討會，福華國際文教會館。
楊舒熏、劉旨峰、張琬羚、林俊閎、張純瑜、張瓊方（2012年5月）。數位學伴之數學教材省思。GCCCE 2012全球華人計算機教育應用大會，墾丁福華飯店。
劉旨峯、胡蕙玲、鄭婷尹、張琬羚、黃瓊葦、宋佩陵（2011）。解題導向式教學融入線上課輔對學習動機與學習成效之影響「教育部99年數位學伴線上課業輔導服務計畫－數位i關懷深耕e畝田」成果展暨專題發表座談會，崑山科技大學，臺南市。
杜國銘、林錫慶、李正國、劉旨峰、鄭婷尹、柯華葳、高慧芬、溫武男（2010年12月）。一對一數位學伴試辦計畫簡介、執行成果與後續經營發展建議。TANET 台灣網際網路研討會，台南大學。
Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40, 551-596.
Akinsola, M. K., & Animasahun, I. A. (2007). The effect of simulation-games environment on students achievement in and attitudes to mathematics in secondary schools. The Turkish Online Journal of Educational Technology, 6(3),113-119.
Asiyai, R. I. (2011). Effective Classroom Management Techniques for Secondary Schools. Afican Research Review, 5(1), 282-291.
Barkatsas, A. T., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570.
Bayturan, S., & Keşan, C. (2012). The effect of computer-assisted instruction on the achievement and attitudes towards mathematics of students in mathematics education. International Journal of Global Education, 1(2), 50-57.
Beal, C. R., Walles, R., Arroyo, I., & Woolf, B. P. (2007). On-line tutoring for math achievement testing: A controlled evaluation. Journal of Interactive Online Learning, 6(1), 43-55.
Berge, Z. L. (1995). The Role of the Online Instructor/Facilitator. Educational Technology, 35(1), 22-30.
Caraway, S. D. (1985). Factors influencing competency in mathematics among entering elementary education majors. Unpublished manuscript, University of South Alabama. (ERIC Reproduction Service Document No. ED260941).
Chamoso, J.M., Cáceres, M.J., & Azcárate, P. (2012). Reﬂection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reﬂect. Teaching and Teacher Education, 28(2), 154-164.
Cheng, S. S., Liu, E. Z. F., Ko, H. W., & Lin, C. H. (2007). Learning with online tutoring: Rural area students’ perception of satisfaction with synchronous learning. International Journal of Computers and Communications, 2(1), 48-54.
Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. European Association for Computer Assisted Language Learning, 23(3), 218-232.
Confrey, J. (1981). Concepts, processes and mathematics instruction. For the Learning of Mathematics, 2(1), 8-12.
Dan, W. (2011, August). A study on teacher-student communication of online education. Management and Service Science (MASS) in Ramada Plaza Optics Valley Hotel, Wuhan, China.
Diaz, L. A., & Entonado, F. B. (2009). Are the functions of teachers in e-learning and face-to-face learning environments really different? Educational Technology & Society, 12(4), 331–343.
Farooq, M. S., & Shah, S. Z. U. (2008). Student’s attitude towards mathematics. Pakistan Economic and Social Review, 46(1), 75-83.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by males and females. Catalog of Selected Documents in Psychology, 6(1), 31.
Galbraith, P., & Haines, C. (1998). Disentangling the nexus: Attitudes to mathematics and technology in a computer learning environment. Educational Studies in Mathematics, 36, 275-290.
Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Gikandi, J.W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. M. (2011). Gender differences in e-learning satisfaction. Computer & Education, 58(1), 283-290.
Gurpinar, E., Alimoglu, M. K., Mamakli, S., & Aktekin, M. (2010). Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education? Advances in Physiol Education, 34, 192-196.
Gürsul, F., & Keser, H. (2009). The effects of online and face to face problem based learning environments in mathematics education on student’s academic achievement. Procedia - Social and Behavioral Sciences, 1(1), 2817-2824.
Güzeller, C. O., & Akın, A. (2012). The effect of web-based mathematics instruction on mathematics achievement, attitudes, anxiety and self-efficacy of 6th Grade Students. International Journal of Academic Research in Progressive Education and Development, 1(2), 42-54.
Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), 691-705.
Hootstein, E. (2002). Wearing four pairs of shoes: The roles of e-learning facilitators. Retrieved April 17, 2013 from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2002/Wearing-Four-Pairs-of-Shoes#newsletter-subscribe
Horn, M. S., Crouser, R. J., Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379-389.
Hsieh, P. H. (2010). Globally-perceived experiences of online instructors: A preliminary exploration. Computers & Education, 54(1), 27-36.
Huang, C. W., Liu, E. Z. F., & Sung, P. l. (2010, Auguest). Are there differences between cyber-synchronous and face-to-face instruction? Do online tutoring enhance e-tutees’ Learning? Yeh, Y. M.(Chair), Asia-Pacific conference of Technologies Enhanced Learning. Symposium conducted at the meeting of the Shaanxi Normal University, Xi’an, China.
Hung, W. C., & Jeng, I. (2013). Factors inﬂuencing future educational technologists’ intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272.
Jazdzewski, K. (2012). Attitudes about mathematics: Compare and contrast boys and girls from high and low socio-economic status. (Doctoral dissertation, California State University, Chico). Retrieved August 7, 2012, from http://hdl.handle.net/10211.4/389
Karal, H., Cebi, A., & Turgut, Y. E. (2011). Perception of students who synchronous through video conferencing about distance education. Turkish Online Journal of Educational Technology,10(4),276-283.
Keng, N. K., & Kian, L. H. (2010). Learning mathematics concepts through authentic learning. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, pp. 305–311). Fremantle, WA: MERGA.
Kim, J. M., & Lee, W. G. (2011). Assistance and possibilities: Analysis of learning-related factors affecting the online learning satisfaction of underprivileged students. Computers & Education, 57(4), 2395-2405.
Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818-826.
Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3-13.
Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. Internet and High Education, 14(3), 158-163.
Leong, P., Ho, C., & Saromines-Ganne, B. (2002). An empirical investigation of student satisfaction with Web-based courses. In M. Driscoll & T. Reeves (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1792-1795).
Lin, C. H., Liu, E. Z. F., Ko, H. W., & Cheng, S. S. (2008). Combination of service learning and pre-service teacher training via online tutoring. WSEAS Transactions on Communications, 7(4), 258-266.
Liu, E. Z. F., & Ko, H. W. (2007). Implementation and Evaluation of an E-tutor Program. WSEAS Transactions on Communications, 6(4), 547-552.
Mata, M. D. L., Monteiro, V., & Peixoto (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012, 1-10.
McGorry, S. Y. (2003). Measuring quality in online programs. The Internet and Higher Education, 6(2), 159-177.
Michinov, N., Brunot, S., Bohec, O. L., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243-252.
Moenikia, M., & Zahed-Babelan, A. (2010). The role of learning styles in second language learning arnong distance education students. Procedia Social and Behavioral Sciences, 2(2), 1169-1173.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
Mulhern, F., & Rae, G. (1998). Development of a Shortened form of the Fennema-Sherman mathematics attitudes scales. Educational and Psychological Measurement, 58(2), 295-306.
Murray, B., Silver-Pacuilla, H., & Helsel, F. I. (2007). Improving basic mathematics instruction. Promising technology resources for students with special needs. Technology in Action, 2(5), 1-8.
Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic teacher, 16(8), 631-640.
Nguyen, D. M., & Kulm, G. (2005). Using web-based practice to enhance mathematics learning and achievement. Journal of Interactive Online Learning, 3(3), 1-16.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2011). The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 82(1), 136-156.
O’Neill S., Scott M., & Conboy, K. (2011). A Delphi study on collaborative learning in distance education: The faculty perspective. British Journal of Educational Technology, 42(6), 939-949.
Palloff, R., & Pratt, K. (2001). Lessons from the cyberspace classroom. Retrieved April 17, 2013 from http://www.uwex.edu/disted/conference/resource_library/proceedings/01_20.pdf
Palloff, R., & Pratt, K. (2003). The Role and Responsibility of the Learner in the Online Classroom. Retrieved April 17, 2013 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_24.pdf
Park, Y. J., & Bonk, C. J. (2007). Is online life a breeze? A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching, 3(3), 307-323.
Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006–07 (NCES 2009–044). Retrieved August 23, 2012, from the U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences website: http://nces.ed.gov/pubs2009/2009044.pdf
Pierce, R., & Stacey, K. (2004). A framework for monitoring progress and planning teaching towards the effective use of computer algebra systems. International Journal of Computers for Mathematical Learning, 9, 59-93.
Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring studentsattitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300.
Reed, H. C., Drijvers, P., & Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15.
Relich, J., Way, J., & Martin, A. (1994). Attitudes to teaching mathematics: Further development of a measurement instrument. Mathematics Education Research Joumal, 6(1), 56-69.
Robson, J. (1996, May). Some outcomes of learning through teleconferencing. Journal of Instructional Science and Technology, 1(3). Retrieved August 23, 2012, from http://www.ascilite.org.au/ajet/e-jist/docs/vol1no3/article1.htm
Saritas, T., & Akdemir, O. (2009). Identifying factors affecting the mathematics achievement of students for better instructional design. International Journal of Instructional Technology & Distance Learning, 6(12), 21-36.
Schreiber, J. B. (2002). Institutional and student factors and their influence on advanced mathematics achievement. The Journal of Educational Research, 95(5), 274-286.
Simon, M. A. (1986). The teacher’s role in increasing student understanding of mathematics. Educational Leadership, 43(7), 40-44.
Sinclaire, J. K. (2011). Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal, 11, 1-20.
Sinclaire, J. K. (2011). Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal, 11, 1-20.
Slavin, R.E. (1991). Student team learning: A practical guide to cooperative learning (3rd ed). Washington,DC: National Educational Association.
Stephens, P. J. (2012). What is the optimum duration of an asynchronous distance learning course? Advances in Physiology Education, 36(2), 143-146.
Styers, M. K. (2012). Developing Student Mathematics Skills: How Study Island Aligns with Best Practice. Retrieved March15, 2013, from http://www.studyisland.com/web/uploadedFiles/www.studyisland.com/Content/Results/Research/Study%20Island%20Literacy%20White%20Paper.pdf
Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self-efﬁcacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.
TERZİ, S., & ÇELİK A. (2005). Teacher-student interactions in distance learning. The Turkish Online Journal of Educational Technology, 4(1), 54-56.
Tough, A. (1978). The major learning efforts: recent research and future directions. Adult Education, 28(4), 250-265.
Tsuei, M. (2012). Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education, 58(4), 1171-1182.
White, A. L., Way, J., Perry, B., & Southwell, B. (2005). Mathematical attitudes, beliefs and achievement in primary pre-service mathematics teacher education. Mathematics Teacher Education and Development, 7, 33-52.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.
Wu, J. H., Tennyson, R. D., Hsia, T. L., & Liao, Y. W. (2008). Analysis of e-learning innovation and core capability using a hypercube model. Computers in Human Behavior, 24, 1851-1866.
Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast Monograph, 3, 157-168.

指導教授

劉旨峰

審核日期

2013-7-8

推文