Application of Digital Notebooks in Remedial Mathematics Instruction for Senior High School Students
This study used digital notebooks to record and analyze high school students’ progress in algebra. One hundred and fourteen first year senior high school students from a public high school in Keelung, Taiwan participated in this study. After analysis of students’ algebraic error pattern, the teacher designed an appropriate remedial instruction curriculum including a traditional lecture group and an online self-study group. The experimental design utilized pre- and post-tests for unequal sample sizes. The results indicated: 1. There were eight types of common algebraic errors; the top three types were lack of understanding of variables, inability to translate written description into an algebraic expression, and incorrect arithmetic reasoning. 2. The grades of the students in the lecture group improved significantly compared to the students in the online self-study group. 3. Lecture teaching promoted real-time interaction and question-and-answer between the students and teacher. 4. Online self-study was convenient and not restricted by time or place; however, students must be proactive in their studies. The results of this study can serve as a reference for future senior high school algebra and remedial courses.
|關鍵詞||代數錯誤類型、補救教學、數位筆記本、algebraic error pattern、remedial instruction、digital notebook|