Browsing by Author "Chen, Ming-Jang"

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Computer executable graphic method of generating animation elements
(2007-04-26)
Chen, Ming-Jang
A computer executable graphic method of generating animation elements realized with computer software is provided, which is capable of being plugged in a computer graphics application, recorded in a recording and storage medium, or executed on a computer executable platform. Through an operating mode of a graphic user interface provided by a graphics system, various objects can be established to form various animation elements, and the animation elements can be activated with a trigger event executed by an input device to generate various interactive animation effects. According to the present method, a user can operate in a graphic mode to establish and generate an interactive animation visually, simply, and rapidly.
Developing a questionnaire on technology-integrated mathematics instruction: A case study of the AMA training course in Xinjiang and Taiwan
(2016-11)
Lee, Chun-Yi
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Chen, Ming-Jang
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通識教育中心
;
Center of General Education
This study describes the development of a questionnaire to evaluate how teachers perceive technology-integrated math instruction. Following an AMA (Activate Mind Attention) training course, we surveyed 322 teachers to understand their views on the implantation of AMA in the classroom. We also analyzed differences in viewpoints between teachers from Xinjiang and those from Taiwan. This questionnaire could be used in other studies on technology-integrated training for math teachers and also provide a basis for improving AMA design workshops, thereby enhancing the ability of teachers to implement AMA effectively.
Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School
(2015-12-01)
Lee, Chun-Yi
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Chen, Ming-Jang
;
交大名義發表
;
National Chiao Tung University
In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasi-experimental design employing Polya\'s approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation.
Effects of the Multiple Solutions and Question Prompts on Generalization and Justification for Non-Routine Mathematical Problem Solving in a Computer Game Context
(2014-04-01)
Lee, Chun-Yi
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Chen, Ming-Jang
;
Chang, Wen-Long
;
交大名義發表
;
National Chiao Tung University
The aim of this study is to investigate the effects of solution methods and question prompts on generalization and justification of non-routine problem solving for Grade 9 students. The learning activities are based on the context of the frog jumping game. In addition, related computer tools were used to support generalization and justification of non-routine problem solving. Non-equivalent pretest/posttest quasi experimental design was adopted in this study. The experimental results are summarized as follows: (1) generalization and justification performance of non-routine problem solving for students in the specific prompt group is significantly better than that for students in the general prompt group, and (2) generalization and justification performance of non-routine problem solving for students in the multiple-solution group is significantly better than that for students in the single-solution group. Finally, suggestions were proposed based on the results found in this study, which may serve as useful directions for teachers and future studies.
Effects of Worked Examples Using Manipulatives on Fifth Graders\' Learning Performance and Attitude toward Mathematics
(2015-01-01)
Lee, Chun-Yi
;
Chen, Ming-Jang
;
通識教育中心
;
Center of General Education
The purpose of this study was to investigate the influence of worked examples using virtual manipulatives on the learning performance and attitudes of fifth grade students toward mathematics. The results showed that: (1) the utilization of non-routine examples could promote learning performance of equivalent fractions. (2) Learning with virtual manipulatives was as effective as with physical manipulatives. (3) Virtual manipulatives can increase learning enjoyment compared with physical counterparts. Implications and recommendations are also presented for future research.
Enhancing Understanding through the Use of Structured Representations
(2018-01-01)
Lee, Chun-Yi
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Lei, Kin Hang
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Chen, Ming-Jang
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Tso, Tai-Yih
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Chen, I-Ping
Mathematical representations are an essential tool in the study of mathematics and problem solving. They are also used in word problems to facilitate the transformation from textual to symbolic information. We proposed a stepwise, blocked, structured state transition graph (STG) based on the principles of instructional message design. In this study, we adopted a posttest-only non-equivalent group design to compare the performance of students who used either STG or matrix-like tables to learn to solve word problems via transition matrices. We also took into account the student's previous learning achievements in mathematics. The participants included four classes of senior students in a vocational high school, with two classes randomly designated as the experiment (STG) group and two designated as the control (Table) group. High-achieving students taught using STG outperformed their counterparts who were taught using matrix-like tables. The performance of low-achieving students appeared to be unaffected by the instructional method. These findings suggest that STG provides a clear representation of the relationships used in matrix calculation, which makes it easier to select and organize information. Nonetheless, alternative methods will be required to improve the performance of low-achieving students.
Method and computer program for constructing complex structure graphic
(2006-10-19)
Chen, Ming-Jang
A general complex structure graph constructing method and the associated computer program is described. The generators and initiators selected by the user are used as the geometrical graphing basis. Using the transformation information of the generators and the operation information between the generators and the initiators, the geometrical transformation and duplication of the objects are performed according to the definitions of duplication objects and connecting objects. This implements the geometrical graphing of complex structures. It is characterized in that: the operations are performed in a visualized way, including graphing operations (e.g., generation of objects), parameter transmissions (e.g., shifted duplications), and data generation (e.g., generation of a geometrical graph). Since the operations are simple and can be implemented on all computer executable platforms and is suitable for artistic designs, graphing, and teaching.
Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and-Straightedge Construction
(2017-07-01)
Chen, Ming-Jang
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Lee, Chun-Yi
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Lei, Kin Hang
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Tso, Tai-Yih
;
Lin, Shih-Li
This study examined the effectiveness of an integrated context approach to the instruction of basic compass-and-straightedge construction. The formulation of a perpendicular bisector of a segment was used as a knowledge module to guide students from the pre-attention level to the elaboration level of information processing. The students were expected to select and organize information in their working memory for integration with prior knowledge. The knowledge module was presented in a multimedia environment using a pre-training and rehearsal approach. In immediate and delayed test results, integrated context learning proved significantly more effective than the traditional context in preparing students to deal with retention problems and transfer problems, regardless of the students' prior knowledge. These findings demonstrate the effectiveness of integrated context in the instruction of compass-and-straightedge construction; however, the factors that actually facilitate learning have yet to be fully elucidated.
THE IMPACTS OF VIRTUAL MANIPULATIVES AND PRIOR KNOWLEDGE ON GEOMETRY LEARNING PERFORMANCE IN JUNIOR HIGH SCHOOL
(2014)
Lee, Chun-Yi
;
Chen, Ming-Jang
;
交大名義發表
;
National Chiao Tung University
Previous studies on the effects of virtual and physical manipulatives have failed to consider the impact of prior knowledge on the efficacy of manipulatives. This study focuses on the learning of plane geometry in junior high schools, including the sum of interior angles in polygons, the sum of exterior angles in polygons, and the properties of parallel lines. This study adopted a quasi-experimental design of pre-test and post-tests with nonequivalent groups. The participants comprised four classes in the 8th grade. Students were randomly divided into two groups: the virtual manipulatives group and the physical manipulatives group. Two-way factorial analysis of covariance was adopted to compare the impact of manipulatives (virtual vs. physical) and prior knowledge (high vs. low) on learning outcomes and attitudes toward mathematics. Our results demonstrated that students with high prior knowledge using virtual manipulatives had better posttest performance than did the physical manipulatives group, and reported taking greater enjoyment in mathematics. These students also perceived the importance of mathematics more strongly than those with low prior knowledge. Students with high prior knowledge also presented stronger motivation to study mathematics and freedom from fear of the subject than those with low prior knowledge.