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 |
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