The Effect of Newspaper Games on the Achievement and Attitudes for Learning Mathematics by Applying Cognitive and Meta-Cognitive Strategies
本文旨在探討數學讀報遊戲結合「認知－後設認知」策略對國小學生數學學業成就、學習態度和後設認知之影響。研究樣本為國小3 個班六年級學生(69 名)，採2(數學讀報遊戲組、控制組)×2(性別)不等組前後測實驗控制組設計法。研究工具為數學定期評量和自編數學學習態度與後設認知量表，用共變數分析驗證假設；輔以研究討論、教室觀察及訪談記錄。研究發現：(1)數學讀報遊戲對數學學習成效無顯著差異；(2)學習方式×性別在數學學習成效上無交互作用存在，但學習型態仍有不同；(3)「讀、說」策略學習情形佳，「圖表文字作答」能力弱，易忽略「驗算」；(4)學習雙峰現象存在，低成就者即使懂得策略，受限先備能力無法成功解題。
The purpose of this study was to investigate the students’ mathematical learning effectiveness of mathematical reading games on newspapers with instructions of cognitive and meta-cognitive strategies. The participants were three sixth grade classes of an elementary school in Tainan County, and a non-equivalent pre-posttest control group experiment was conducted. The instruments were quantitative data collected from students’ assessments and self-designed mathematical learning attitude and meta-cognition scale, and the qualitative data were collected from research discussion, classroom observation and interview. Data collected were analyzed by ANCOVA in SPSS to test correlated research hypothesis. The results showed as follows. First, there was no significant effect on sixth graders’ learning performances in mathematical reading games on newspaper. Secondly, males and females showed different learning styles, however, there was no relationship between learning styles, sex and mathematical learning effectiveness. Thirdly, Cognitive and meta-cognitive strategies instruction helped students clarify the question, comprehend problems, and express their ideas about mathematical tasks. However, students were poor at using the strategies of diagram and checking computation & problem-solving steps. Overall, the phenomenon of double-peak still existed, low achievers could not solve the problems successfully by using strategies. Finally, suggestions for classroom teachers and future studies were proposed.
|關鍵詞||數學遊戲、讀報教育、學業成就、學習態度、認知-後設認知策略、mathematical games、newspaper reading in education、academic achievement、learning attitude、cognitive-metacognitive strategies|