圖形計算機應用於二次函數補救教學之行動研究

Abstract

本研究利用圖形計算機對於國三學生進行二次函數的補救教學，採用行動研究法了解學生的學習成效，研究者探討二次函數相關文獻，了解學生在學習二次函數時常見的錯誤觀念，並參考教育部委託國立臺灣師範大學數學系訂定的國中數學補救教學基本學習內容，設計出以「二次函數的意義與圖形」和「二次函數圖形與兩軸的交點」為單元主題，搭配利用圖形計算機輔助的教材提升教學效能，同時透過觀察與訪談來探討應用圖形計算機於教學上對學生學習二次函數概念的影響，了解學生對此試探性教學活動的看法與回饋，探究圖形計算機應用於數學補救教學之可行性。 研究樣本取自苗栗縣某國中三年級的學生，先實施學習成就測驗前測，再從研究者授課的兩個班級中挑選出研究對象，分成兩班採用小班教學，將第一次補救教學未至完善的部分經過研究團隊的討論修正後，再對第二班實施。本研究在教學活動結束後，藉由研究者課堂觀察、研究團隊觀課回饋、學生填寫使用ClassPad 300Plus學習回饋問卷、學生學習成就後測以及訪談等資料之蒐集整理，來進行研究結果分析。 本研究發現應用圖形計算機於學生補救學習二次函數概念是具體可行的，並且能達到良好的教學成效，而且學生能夠接受應用圖形計算機輔助學習二次函數。惟教師以圖形計算機輔助教學時，對於教學環境的限制、圖形計算機可能帶來圖形錯誤解讀的迷思概念等，應有相對的應變與調適。 最後根據研究結果與發現，提出若干建議以作為教師改進與未來研究之參考。

This study takes an action research methodology to have a better knowledge of how graphing calculator may improve 9th-graders’ achievement in the remedial instruction of quadratic function. We began with a literature review on quadratic function to acquire common misconceptions of students in learning the subject. Then based on the junior high mathematics remedial instruction outline issued by the Department of Mathematics, NTNU, under the commission of the Ministry of Education, we designed a graphing-calculator-assisted course on “ The meaning and graph of quadratic function” and “ Quadratic-function graphs and intersection of two axes”, trying to enhance teaching efficiency. And we investigate further, through observations and interviews, the impact of graphing calculator on students’ learning quadratic function as well as their feedbacks and opinions, so as to confirm the practicability of graphing-calculator application to remedial instruction on mathematics. The subjects in this research are 9th-graders from a junior high school in Miaoli County. We performed a pre-test on their study achievements, and then we picked our subjects from the two classes under the author’s instruction. The subjects were divided into two small-size groups. The instructor conducted remedial instruction to one of the classes first; then he carried out another instruction revised by the research team to the other class. After the instructions, we underwent a thorough analysis on our data, including class observations, research team’s feedbacks, students’ questionnaires on Class Pad 300 Plus, the post-test on students’ study achievements, and interviews. According to our analysis, the application of graphing calculator to the remedial instruction of quadratic function is practicable, highly efficient, and widely acceptable among students. Still, while applying graphing calculator, the instructors may have to react and adjust to the teaching environment restriction and misinterpretation of graphs. On the basis of our findings, several suggestions are proposed for instructor’s improvement and further research.