運用數位學習系統配合數學寫作對七年級學生數學學習成效之影響－以最大公因數與最小公倍數為例

Abstract

本研究結合數位學習與數學寫作兩種教學策略，並透過教學實驗探討運用數位學習系統配合數學寫作教學對於七年級學生學習「最大公因數與最小公倍數」單元的影響。 研究者採取準實驗不等組前後測設計之研究，以方便取樣的方式選取研究者所任教之苗栗縣某綜合高中之國中部七年級兩班學生作為研究對象。實驗組有28人，施以運用數位學習系統配合數學寫作教學，控制組有26人，施以一般的教學方式，進行為期四週，每週1節課的實驗教學。研究測量工具為數學學習動機量表、「最大公因數與最小公倍數」單元的成就測驗。於教學實驗之前、後施測，以共變數分析考驗兩組之數學學習動機與數學學習成就的表現是否有顯著差異；實驗組班級並施以教學意見調查表以瞭解學生對運用數位學習系統配合數學寫作教學的態度與看法。 結果發現，（1）教學實驗後實驗組在數學學習動機的表現與控制組沒有顯著差異；（2）兩組在數學學習成就的表現沒有顯著差異；（3）低動機學生數學學習動機顯著提升，高成就學生數學學習成就降低；（4）多數學生認為數位學習系統與數學筆記寫作是有幫助的。 最後，研究者對運用數位學習系統配合數學寫作在教育上以及進一步研究上提出建議，供教育相關人士做參考。

The study combines e-learning and mathematical writing two strategies, and studies the effects of operating e-learning systems with mathematical writing for grade seven students through experimental teaching. The researcher utilizes quasi-experimental nonequivalent pre-test and post-test design, and uses methods for convenient sampling in two classes of grade seven students at a six-year high school in Miaoli County. This is the school at which the researcher teaches. Experimental instruction lasting four weeks was implemented on the experiment group, which includes 28 people who are instructed in mathematical writing; and the control group, which includes 26 people who are instructed in the normal fashion. The research tool is the mathematical learning motivation scale and mathematical learning achievement test. After collecting pre-test and post-test data for the instruction experiment, analysis of covariance is conducted to test whether there are significant differences between the experiment group and the control group in terms of their mathematical learning motivation and mathematical learning achievement. The instruction opinion survey is also given to the experiment group class in order to understand the students’ attitudes and views on operating e-learning systems with mathematical writing instruction. Results show that (1) there are no significant differences between the experiment group and the control group in terms of mathematical learning motivation; (2) there are no significant differences between the two groups in terms of pre-test and post-test mathematical learning achievement; (3) Low motivation students ' mathematical learning motivation increased significantly, and high achievement students ' mathematical learning achievements to reduce; (4)most students have a positive view on e-learning system and mathematical writing instruction, believing that they can help their learning. Finally, the researcher proposes suggestions on the instruction of operating e-learning systems with mathematical writing and on further research as references for those who are engaged in the field of education.