博碩士論文 985204007 詳細資訊




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:10 、訪客IP:3.238.173.209
姓名 陳蓮儀(Lien-Yi Chen)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 電腦支援國小數學文字題擬題活動初探
(An initial study of computer-supported problem posing activity in elementary word problems)
相關論文
★ 探索電玩遊戲頻率對於視覺注意力表現能力的效應★ 代理表現學習模式—以動物同伴為例
★ 常用邏輯句型重組之學習★ 解釋數學:透過科技支援創作與討論以增強小學生的數學溝通能力
★ 提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響★ 數學島:興趣驅動之國小數學線上平台設計與初步評估
★ 以「猜擬題」活動增進學生數學文字題解題能力★ 基於學生練習使用回饋之學習成效預測模型與動態題數練習機制
★ 透過主題地圖與寵物同伴促進閱讀更深更廣的書籍★ 具推薦書籍功能之閱讀島系統架構設計
★ 透過學生影片創作進行國小數學學習:趣創者理論之應用★ 英文單字樂園:學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探
★ 設計與實作明日寫作系統增進國小學生寫作表現★ 設計與實作數位化教室環境的教室伺服器
★ 在亞卓市教案編輯系統中設計學校本位教案發展之模組★ 數位教室環境下小組學習範例設計
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) 本研究主旨在於探討將擬題活動(Problem Posing)應用於國小數學文字題(Word Problem),對國小四年級學生情意面與成效面之影響,並探討透過擬題活動後,對於學生數學興趣與解題能力的影響。在設計擬題活動的機制上,研究者參考Cudmore 和English(1998)所提出的擬題與評鑑活動的流程並綜合其他學者所提出的擬題類型,在實驗各階段提供不同擬題刺激物,讓學生以自身生活
經驗結合數學知識進行擬題活動,且利用同儕互評達到評鑑題目之效果,而互評內容則作為學生改善題目時的參考。活動中提供投票機制及上台分享,激發學生的榮譽心與提升自我期許,期望在擬題活動裡有更好的表現。於資料分析部分,研究者透過系統擬題資料、評論資料、活動問卷,與數學文字題測驗評量觀察學生在數學文字題擬題上的表現,以及對於數學的情意面有無提升。
活動結果發現,在數學觀感部分:學生經過擬題活動後,覺得數學文字題變的較簡單,擬題活動對於學生的數學感受及文字題理解能力有所幫助。在解題能力部分:活動對象學生在經過擬題活動後,對於數學文字題的理解題意能力有所提升。擁有感(Ownership)部分:活動對象學生在題目尚未修改前,對於自己所擬的題目有擁有感。而將活動對象學生在進行擬題活動前後所擬的題目相比,
所擬的題目明顯較有結合生活經驗與所學數學知識,題目的長度與內容具有深度與故事性。研究發現透過系統擬題活動,學生所擬的題目品質有提升,且學生認為系統所提供的內容有助於擬題活動。
摘要(英) This research aimed to investigate the influence of applying computer-supported problem posing activity in elementary word problems on fourth grade students’affective aspect and effective aspect, and to explore whether the system could improve students’interest of problm solving and problem solving ability. Researcher refered a statistical problem posing and critiquing activity diagram (Cudmore & English ,1998) to be the design base. The system provided students with different problem posing stimuli at every stage in the entire experiment, then asked students to try combining their life experiences with mathematics knowledge at problem posing stage. Next stage, the system evaluated the posed problems by peer assessment, the comment will help students to improve their problems. And it also have voting mechanism to let students vote the best problem in the group, then that student could share his/her thought with other students. For data analysis, reseacher observed students’ performance and affection through system data, the comments of problems, activity questionnaires, and math word problem solving test.
After the experiment,reseacher found some results. Firstly, students felt that word problems became easier; secondly, the problem posing activity enhance students’ ability of understand what the problem means; thirdly, students really have ownership on their own problems; finally, students’ posed problems quality became
better.
關鍵字(中) ★ 擬題活動
★ 擁有感
★ 擬題
★ 文字題
關鍵字(英) ★ Problem Posing
★ Word problems
★ Ownership
★ Problem Posing Activity
論文目次 目錄
第一章 緒論 ..............................................................................................................................1
1.1 研究背景與動機 .........................................................................................................1
1.2 研究目的 .....................................................................................................................4
1.3 待答問題 .....................................................................................................................4
1.4 研究限制 .....................................................................................................................5
第二章 文獻探討 ......................................................................................................................7
2.1 擬題 .............................................................................................................................7
2.1.1 擬題之意涵及重要性 ..........................................................................................8
2.1.2 擬題教學歷程 ................................................................................................... 12
2.1.3 擬題之類型 ....................................................................................................... 17
2.1.4 擬題活動 ........................................................................................................... 28
2.1.5 擬題相關因素 ................................................................................................... 34
2.2 擁有感 ...................................................................................................................... 35
2.2.1 擁有感定義 ....................................................................................................... 35
2.2.2 擁有感的來源與動機 ....................................................................................... 37
2.3 解題能力 .................................................................................................................. 38
2.3.1 數學題目及解題意義 ....................................................................................... 38
2.3.2 解題歷程 ........................................................................................................... 40
2.4 小結 .......................................................................................................................... 42
第三章 系統設計 ................................................................................................................... 43
3.1 系統設計理念 .......................................................................................................... 43
3.1.1 學生方面 ........................................................................................................... 43
3.1.2 教師方面 ........................................................................................................... 47
3.2 系統環境架構 .......................................................................................................... 48
3.2.1 系統架構 ........................................................................................................... 49
3.2.2 系統運作流程 ................................................................................................... 51
3.3 系統功能、流程與介面 .......................................................................................... 52
3.3.1 系統功能、流程 ............................................................................................... 53
3.3.2 系統介面介紹 ................................................................................................... 61
第四章 活動設計 ............................................................................................... 69
4.1 擬題活動目的 .......................................................................................................... 69
4.2 研究方法 .................................................................................................................. 70
4.2.1 研究對象 ........................................................................................................... 70
4.2.2 活動時間 ........................................................................................................... 70
4.2.3 活動流程 ........................................................................................................... 70
4.3 實驗本活動使用之工具 .......................................................................................... 74
第五章 資料分析與結果 ....................................................................................................... 81
5.1 學生數學背景資料觀感收集分析 .......................................................................... 81
5.2 解題能力資料分析 .................................................................................................. 82
5.3 擁有感資料分析 ...................................................................................................... 83
5.4 活動感受資料收集 .................................................................................................. 85
5.5 素材影響資料收集 .................................................................................................. 86
5.6 擬題系統題目節錄 .................................................................................................. 87
5.6.1 學生擬題前後之題目差異比較 ....................................................................... 87
5.6.2 學生擬題特殊題目摘錄 ................................................................................... 89
5.7 擬題活動訪談及問卷感想摘錄資料 ...................................................................... 92
5.7.1 學生與教師訪談摘錄 ....................................................................................... 92
5.7.2 擬題及同儕互評感想摘錄 ............................................................................... 95
5.7.3 擬題感想摘錄 ................................................................................................... 96
第六章 結論與未來展望 ....................................................................................................... 99
6.1 結論 .......................................................................................................................... 99
6.2 未來展望 ................................................................................................................ 101
參考文獻 ............................................................................................................................... 103
英文文獻 ...................................................................................................................... 103
中文文獻 ...................................................................................................................... 111
附錄 ...................................................................................................................................... 115
附錄一 數學解題詴卷(預先測驗卷) .................................................................. 115
附錄二 數學擬題詴卷(預先測驗卷) .................................................................. 116
附錄三 活動問卷 ...................................................................................................... 117
附錄四 後測及應用題理解測驗卷(活動對象使用) .......................................... 120
附錄五 訪談題綱 ...................................................................................................... 123
圖目錄
圖2-1 擬題步驟圖 ................................................................................................................. 13
圖2-2 學生擬題行為過程 ..................................................................................................... 14
圖2-3 擬題階段與評題活動 ................................................................................................. 15
圖2-4 圖表類範例題目 ......................................................................................................... 23
圖2-5 題目類範例題目 ......................................................................................................... 24
圖2-6 圖片情境素材 ............................................................................................................. 25
圖2-7 圖片情境與數學語言素材1 ...................................................................................... 25
圖2-8 圖片情境與數學語言素材2 ...................................................................................... 26
圖2-9 Bonotto 之圖片範例 ................................................................................................ 33
圖3-1 系統環境架構圖 .......................................................................................................... 48
圖3-2 系統架構圖 .................................................................................................................. 50
圖3-3 系統運作流程圖 .......................................................................................................... 52
圖3-4 Use Case Diagram ......................................................................................................... 53
圖3-5 擬題Diagram ............................................................................................................... 54
圖3-6 擬題階段活動流程 ...................................................................................................... 55
圖3-7 答題Diagram ............................................................................................................... 56
圖3-8 評題Diagram ............................................................................................................... 56
圖3-9 答評題階段活動流程 .................................................................................................. 57
圖3-10 題目管理Diagram .................................................................................................... 58
圖3-11 題目管理階段活動流程 ........................................................................................... 59
圖3-12 課堂監控Diagram .................................................................................................... 60
圖3-13 選題分享Diagram .................................................................................................... 61
圖3-14 系統登入介面 ............................................................................................................ 62
圖3-15 系統擬題介面 ............................................................................................................ 63
圖3-16 同儕評論介面 ........................................................................................................... 65
圖3-17 同儕評論介面-評分表 ............................................................................................. 65
圖3-18 題目管理的頁面 ....................................................................................................... 66
圖3-19 根據評論修改題目之系統畫面 ............................................................................... 67
圖3-20 分享選題控介面圖 ................................................................................................... 68
圖4-1 擬題活動流程圖 ......................................................................................................... 71
圖4-2 學生上台分享 ............................................................................................................. 73
圖4-3 老師講評 ..................................................................................................................... 74
圖4-4 同學給予建議 ............................................................................................................. 75
圖4-5「理解題意」之題目範例 ........................................................................................... 78
圖4-6「判斷多餘資訊」之題目範例 ................................................................................... 79
圖4-7「列式」之題目範例 ................................................................................................... 79
圖4-8「複雜問題」之題目範例 ........................................................................................... 79
圖5-1 包含未知數的計算題目 ............................................................................................. 90
圖5-2 混合日常生活經驗的題型 ......................................................................................... 90
圖5-3 「時間」相關的題型 ................................................................................................. 91
圖5-4 「速率」概念及單位轉換的題型 ............................................................................. 92
表目錄
表2-1 擬題素材整理對照表 ................................................................................................. 22
表2-2 擬題分類 ..................................................................................................................... 29
表5-1 活動對象之數學觀感 .................................................................................................. 82
表5-2 實驗組與對照組之活動學生出題擬題經驗統 .......................................................... 82
表5-3 解題能力資料統計 ...................................................................................................... 83
表5-4 出題擁有感之評分百分比 .......................................................................................... 84
表5-5 活動感受資料收集 ..................................................................................................... 85
表5-6 素材影響資料收集 ..................................................................................................... 86
表5-7 學生出題信心 ............................................................................................................. 87
參考文獻 參考文獻
一、英文文獻
Abu-Elwan, Reda (1999). The Development of Mathematical Problem Posing Skills for Prospective Middle School Teachers, In Rogerson, A. (Ed.), Proceedings of the International conference on Mathematical Education into 21st Century, Cairo, vII,pp.1-8
Beaglehole, E. (1932). Property: A study in social psychology. New York: Macmillan.
Belk, R. W. (1988). Possessions and the extended self. Journal of Consumer Research, 15(2), 139-168.
Blu, I., & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google Docs. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, & Y. Yair
(Eds.), Proceedings of the Chais conference on instructional technologies research 2009: Learning in the technological era (pp. 48-55). Raanana: The Open University of Israel.
Brown, S.I, &Walter, M. I. (1988). Problem posing in mathematics education. Questioning Exchange,2(2),121-131.
Brown, S.I, & Walter, M. I. (1993). Problem posing: Reflection and application. Hillsadle, NJ:Lawrence Erlbaum Associates.
Brown, S. I. & Walter, M. I. (2005). The art of problem posing. Philadelphia, PA: The Franklin Press.
Bonotto, C. (2010). Realistic Mathematical Modeling and Problem Posing. Modeling Students' Mathematical Modeling Competencies,10,399-408.
Borba, M. C. (1994, April). High school students' mathematical problem posing: An exploratory study in the classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Booth, L. R. (1986). Child-method in secondary mathematics. Educational Studies in Mathematics, 12, 301-316.
Cai, J., & Hwang, S. (2003). A Perspective for Examining the Link between Problem Posing and Problem Solving. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, 3,
103-110.
Caspi, A., & Blau, I. (2010). Collaboration and psychological ownership: how does the tension between the two influence perceived learning. Social Psychology of Education,11,323-346.
Cram, F., & Paton, H. (1993). Personal possessions and self-identity: The experiences of elderly women in three residential settings. Australian Journal of Aging, 12: 19-24.
Cudmore, D. H. & English, L. D. (1998).Using Intranes to Foster Satatistical Problem Posing and Critiquing in Secondary Mathematics Classrooms. Paper presented at the annual meeting of the American Educational Research Associaton, San Diego, CA, April 1998.
Cunningham, R. F. (2004). Problem posing: An opportunity for increasing student responsibility. Mathematics and Computer Education, 38(1), 83-89.
Dittmar, H. (1992). The social psychology of material possessions: To have is to be. New York: St. Martin’s Press.
Druskat, V. U., & Pescosolido, A. T. (2002). The content of effective teamwork mental models in self-managing teams: Ownership, learning, and heedful interrelating. Human Relations, 55, 283-314.
English, L. D. (1997). Promoting a problem-solving classroom. Teaching children Mathematics,4,172.
English, L. D. (1998). Children's Problem Posing within Formal and Informal Contexts. Journal for Research in Mathematics Education, 29, 83-106.
English, L. D. (2003). Engaging students in problem posing in an inquiry-oriented mathematics classroom. In F. K. Jr. Lester (Ed) Teaching Mathematics through Problem Solving: Prekindergarten-grade 6 (pp. 187-198). Reston, Virginia: NCTM.
Enghag, M., & Niedderer, H. (2008). Two dimensions of student ownership of learning during small-group work in physics. Journal of Science & Mathematics Education, 6, 629-653.
Hall, E. T. (1966). The hidden dimension. Garden City, New York: Doubleday.
James, W. (1890). Principles of psychology. New York: Macmillan.
Kilpatrick, J. (1987). Problem formulating: Where do good problem come In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education, Hillsdale, NJ: Lawrence Erlbaum.
King, A. (1994). Guiding knowledge construction in the classroom:Effect of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368.
Kruteskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.
Lester, F. K. (1980). Research on mathematical problem solving. In R. J. Shumway (Ed.), Research in mathematics education. (pp.286-323). Reston, VA: NCTM.
Lin, K. M., & Leng, L. W. (2008). Using problem-posing as an assessment tool. Paper presented at the 10th Asia-Pacific Conference on Giftedness, Singapore.
Lin, P. J. (2004). Supporting teachers on designing problem-posing tasks as a tool of assessment to understand students’ mathematical learning. Proceedings of the 28th Conference of the International Group for the Psychology of
Mathematics Education, 3, 257-264.
Mayer, R. E. (1982). Memory for algebra story problem. Journal of Educational Psychology,74,199-216.
Mayer, R. E. (1992). Thinking, problem solving, cognition. New York: Freeman.
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23.
Morris, P. (1996). The Hong Kong school curriculum: development, issues and poli cies. Hong Kong: Hong Kong University Press.
Moses, B. M., Bjork, E., &Goldenberg, E. P. (1993). Beyond problem solving: Problem posing. In S. I. Brown & M.I. Walter (Eds.), Problem posing: Reflections and applications (pp.178-488). Hillsdale, NJ: Lawrence Erlbaum
Associates, Inc.
Nation Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
Nation Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. NCTM.
Nuttin (1987). Affective consequences of mere ownership: The name letter effect in twelve European languages. European Journal of Social Psychology, 17(4),381-402.
Pierce, J. L., Kostova, T., & Dirks, K. T. (2001). Toward a theory of psychological ownership in organizations. Acedemy of Management Review, 26, 298-310.
Pierce, J. L., Kostova, T., & Dirks, K.T. (2003). The state of psychological ownership: integrating and extending a century of research. Review of General Psychology, 7, 1, 84–107.
Polya, G. (1945). How to solve it. Princeton. New Jersey: Princetion University Press.
Reitman, W. (1965). Cognition and Thought. New York: Wiley.
Riley, M. S., Greeno, J. G., & Heller, J. I.(1983). Development of children’s problem solving ability in arithmetic. In H. P. Ginberg (Ed), The development of
mathematics thinking. (pp.153-196). Orlando, FL: Academic.
Schoenfeld, A.H. (1985). Mathematical problem solving. New York: Academic.
Skemp, R. R. (1987). The Psychology of Learning Mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Silver, E. A.(1994). On mathematical problem posing. For the Learning of Mathematics, 14, 19-28.
Silver, E. A. (1995). The nature and use of open problem in Mathematics Education: Mathematical and pedagogical perspectives. International Reviews on Mathematics Education, 2, 67-72.
Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zentralblatt fuer Didaktik der Mathematik, 29(3), 75–80.
Silver, E. A. & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, 521-539
Silver, E. A., & Mamona, J. (1990). Problem posing by middle school teachers. In C. A. Maher, G. A. Goldin, & R. B. Davis (EDs.), Proceedings of the Eleventh Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education (pp.263-269). NewBrunswick, NJ: Author
Sliver, E. A., Mamona-Downs, J., Leung. S. S., Kenny, P. A. (1996). Posing Mathematical Problems: An Exploratory Study. Journal for Research in Mathematics Education, 27, 293-309.
Skinner, P. (1991). What’s your problem: Posing and solving mathematics problem,K-2. Portsmouth, NH: Heinemann.
Stovanova, E. & Ellerton, N. F.(1996).A framework for research into student’s problem posing in school mathematics. In Corwin, R. B. (EDs.). Talking Mathematics: Supporting Children’s Voices. Portsmouth, NH.
Stoyanova, E. (2003). Extending student's understanding of mathematics via problem posing. Australian Mathematics Teacher, 2, 32-40.
Tsubota, E. (1987). On children's problem posing (grade 1 to 3). Tokyo: Japan Society of Mathematics Education.
Van Dyne, & J. L. Pierce (2004). Psychological ownership and feelings of possession: three field studies predicting employee attitudes and organizational citizenship behavior. Journal of Organizational Behavior,25, 439–459.
Wickelren, A. (1974). How to solve Mathematical Problems.
(http://books.google.com/books? =_13tksqYtM8C&printsec=frontcover&d
q=How+to+solve+Mathematical+Problems&lr=&hl=zh-TW&sig=1H1BMx-6sRQn-OpidFPpE_qQwE0)
Wilpert, B. (1991). Property, ownership, and articipation: On the growing contradictions between legal and psychological concepts. In R. Russell, & V. Rus (Eds.), International handbook of participation in organizations: For the study of organizational democracy, co-operation, and selfmanagement (pp. 149–164). New York: Oxford University Press.
Xia, X., Lü, C., &Wang, B., (2008). Research on Mathematics Instruction Experiment Based Problem Posing. Journal of Mathematics Education,1,153-163.
二、中文文獻
李永吟(民86)。教學計畫模式。收於李永吟、單文經(合著)教學原理。台北: 遠流。
李正如(民96)。國小五年級分數擬題教學之研究—以臺東縣原住民學童為例。 國立中山大學教育研究所碩士論文,未出版,高雄。
林原宏、許淑萍(民91)。乘除擬題能力測驗編製及其實証研究。測驗統計年刊,10,135-172。
林群雄(民93)。『教』與『學』之成長實錄─擬題活動教學融入國小三年級數學課堂之行動研究。國立中山大學教育研究所碩士論文,未出版,高雄。
林碧珍(民90)。發展國小教師之學生數學認知知識—理論結合實務研究取向的教師專業發展。台北:師大書苑印行。
林慶宗(民94)。小組合作學習和擬題在資訊融入數學學習之探究。國立嘉義大學教育科技研究所碩士論文,未出版,嘉義。
周幸儀(民91)。國小二年級數學科合作擬題教學之行動研究。國立台南師範學院國民教育研究所碩士論文,未出版,台南。
周幸儀、吳錦松 (民91 年4 月)。合作擬題教學對學生數學概念的發展之探究-以一個國小二年級數學教室為例。多元素養與科學教育。第18 屆科學教育學術研討會,國立彰化師範大學。
莊楊晉堅(民96)。國小六年級學童對比例問題之擬題研究。國立中山大學教育研究所碩士論文,未出版,高雄。
莊美蘭(民92)。國一數學課程中擬題教學活動之研究。國立中山大學教育研究所碩士論文,未出版,高雄。
徐文鈺(民85)。不同擬題教學策略對兒童分數概念、解題能力與擬題能力之影響(未出版之博士論文)。國立台灣師範大學,台北市。
陳淑美(民88)。數學焦慮症新解。光華,23,63-80。
陳佩琦(民92)。國小二年級數學擬題教學實踐之研究。國立中山大學教育研究所碩士論文,未出版,高雄。
陳錦芬、曾泓璋(民95)。小組電腦擬題活動對英語字彙學習成就與學習情意之影響。國立臺北教育大學學報,19(1),89-118。
張育綾(民97)。學生網路擬題於國小英語學科對學習成效的影響(未出版之碩士論文)。國立成功大學,台南市。
梁淑坤(民82年11月)。十五枝火柴看擬題與解題。論文發表於國立屏東師範學院主辦之「國民小學數學」學術研討會,屏東。
梁淑坤(民83)。擬題的研究及其在課程的角色。國民小學數學科新課程概說(低年級)(152-167頁)。台北:台灣省國民學校教師研99研習會彙編。
梁淑坤(民84):師範生擬題行為之研究。行政院國家科學委員會專題研究成果報告(編號:NSC84-2511-S023-001)。
梁淑坤(民86a)。擬題能力之評量:工具之製作。行政院國家科學委員會專題研究成果報告(編號:NSC84-2511-S-023-006)。
梁淑坤(民86b)。擬題與數學課程之融合。行政院國家科學委員會專題研究成果報告(編號:NSC85-2511-S023-003)。
康滋容(民94)。擬題活動對國小二年級學生解題能力和擬題能力的影響(未出版之碩士論文)。屏東師範學院,屏東市。
康軒出版社(民92)。國民小學數學課本、習作第一冊。台北:康軒文文化公司。
黃俊惟(民92)。網路擬題練習在解分數加減法問題上之研究。國立嘉義大學教育科技研究所碩士論文,未出版,嘉義。
黃月帄(民93)。國小學童分數乘除文字題表徵轉換能力與後設認知之研究。國立臺中師範學院教育測驗統計研究所碩士論文,未出版,臺中。
張芷鳳、姚如芬(民98 年 4 月)。國小四年級學童於除法單元的擬題評量表現。
林陳湧(主持人),數位時代下的科學教育。第25 屆科學教育學術研討會,國立臺灣師範大學。
楊惠如(民89)。擬題活動融入國小三年級數學科教學之行動研究。國立嘉義大學國民教育所碩士論文,未出版,嘉義。
趙坤川(民95)。國小六年級擬題教學之研究~以小數加減運算及大小比較概念為例。國立中山大學教育研究所碩士論文,未出版,高雄。
劉芳妃(民87)。合作擬題活動融入國一數學科教學之個案研究。國立高雄師範大學數學系碩士論文,未出版,高雄。
劉祥通(民83)。寫作活動在數學教學中的角色。教師之友,35(5),32-36。
劉富連(民88)。數學科的另類教學活動:擬題。師友,379,54-56。
鍾雅琴 (民91)。合作擬題策略教學對國小五年級資優班與普通班學生分數概念、解題能力、擬題能力之影響。台中師院國民教育研100 究所碩士論文,未出版,台中。
指導教授 陳德懷(Tak-Wai Chan) 審核日期 2011-8-29
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明