Please use this identifier to cite or link to this item:
|Other Titles:||A Pilot Study on Mathematical Creative Analogy Activities with Networked Peer Assessment|
Office of Research and Development
This study was inspired by the ideas of creative analogy in mathematics and peer assessment. This study further designed a web-based environment to implement the ideas, where students could express their creative analogy thoughts in mathematics and process peer assessment. The subjects involved in this study included two classes (thirty-six for each) in a junior high school in Hsinchu. A class was assigned into an experimental group, which received four-time research treatments (i.e., mathematical creative analogy activities) within a month, while another class was assigned into a control group. The research findings derived form this study indicated that: 1. Peers' assessment scores on these activities were not necessarily related to the experts' evaluations, possibly due to the immaturity of student knowledge development, or the complexity of inter-relationships among peers. 2. students in the experimental group had higher achievement scores on the higher-order levels of knowledge (e.g., application and analysis), which indicating that students may construct knowledge structures through higher-order cognitive operations in the processes of mathematical creative analogy activities and peer assessment.
|Appears in Collections:||師大學報|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.