幾何文本閱讀理解的實作研究
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Date
2015-10-??
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台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
本研究主要是由師資培育者與現場教師一齊探討如何開發出幫助學生閱讀理解之幾何文本。參與教師利用所開發之幾何文本，進行班級教學，並根據學生基礎素養國際研究計畫（Programme for International Student Assessment, PISA）所提的擷取與檢索、統整與解釋、省思與評鑑的閱讀理解歷程，設計評量試題，觀察學生學習狀況，作為教師教學反思之參考。本研究開發出主題為「平行與截線性質」之幾何文本，藉由此教學實作，發現閱讀融入數學史素材的幾何文本，能幫助學生對於數學主題之理解，在統整與解釋面向，實驗組學生與控制組學生有顯著差異。另外在幾何閱讀文本的編排上，可以先提綱挈領，讓學生明瞭學習主題梗概。
In this study, a teacher educator and in-service teachers collaborated to develop geometry texts that helped students improve their reading comprehension. The teachers used geometry texts, conducted classroom instruction, and, according to the Programme for International Student Assessment guidelines, designed assessment questions and observed students' learning styles as a teaching reference. We developed reading materials, addressed geometric concepts-including the transversal line properties of parallel lines-and created assessments for math reading, thereby enabling students to access and retrieve, interpret and integrate, and reflect on and evaluate information. This study discovered the following: Integrating the history of mathematics into texts can help students understand geometric concepts. In addition, individual students exhibit significant differences in interpretation and integration skills. Furthermore, the arrangement of geometry reading texts should be focused on vital information, to enable students to understand the learning topic outline.
In this study, a teacher educator and in-service teachers collaborated to develop geometry texts that helped students improve their reading comprehension. The teachers used geometry texts, conducted classroom instruction, and, according to the Programme for International Student Assessment guidelines, designed assessment questions and observed students' learning styles as a teaching reference. We developed reading materials, addressed geometric concepts-including the transversal line properties of parallel lines-and created assessments for math reading, thereby enabling students to access and retrieve, interpret and integrate, and reflect on and evaluate information. This study discovered the following: Integrating the history of mathematics into texts can help students understand geometric concepts. In addition, individual students exhibit significant differences in interpretation and integration skills. Furthermore, the arrangement of geometry reading texts should be focused on vital information, to enable students to understand the learning topic outline.