Examining How the Technology-Based Learning Module Benefits Mathematical Induction Curricula in Elementary Schools
本研究旨在探究數學歸納學習模組對國小學生邏輯推理之影響。研究參與者為三班共82 名國小六年級普通班學生，此三個班級隨機分成ICT 心智工具組、實物操作組及控制組。三組學生接受相同的前測、數學歸納學習模組以及後測，唯一的不同是學習模組實施的方式。透過共變數分析檢核不同組學生在數學歸納學習上有何不同；此外，透過階層線性模式分析三組學生起始組型設計能力與該能力成長斜率之差異。研究結果顯示在整體的邏輯推理表現上，ICT 組顯著優於實物組與控制組，而實物組與控制組則沒有顯著差異，結果亦呈現ICT 心智工具可協助學生透過圖形鷹架掌握關鍵，以有效增進邏輯推理能力，在反思調整中達到知識質與量的擴充。
The purpose of this study was to examine how the technology-based mathematical-induction-learning module influenced inference of elementary school students. A total of 82 sixth-graders from three regular classes were recruited to participate in this study. The three classes were randomly assigned to the three groups: the ICT group, the object-manipulation group, and the control group. The research procedures included a pre-test, implementation of technology-based learning module, and a post-test. All of the three groups experienced the same procedures. The only difference between the three groups was the way the learning module was taught. Through the analysis of covariance, the difference of the three groups’ performances on mathematical reasoning was examined. In addition, these students’ initial pattern-design ability and growth slope of this ability were also analyzed by the Hierarchical Linear Model. As the research results demonstrated, the ICT group performed better on general mathematical reasoning tasks than the object-manipulation group and the control group. The results also showed that the ICT learning module could enhance logical reasoning by providing the figural scaffolding, which helped students reflect and find out the key points in problem solving.
|關鍵詞||邏輯推理、數學歸納、對應、遞迴、函數、correspondence、function、logical reasoning、mathematical induction、recurrence|