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|Other Titles:||Effect of Situated Context Instruction in Mathematics Incorporating Pictures for Gifted Elementary School Students|
National Taiwan Normal University Department of Special Education
Purpose: Situated learning theory suggests that knowledge learning is embedded within a context. According to this theory, this quasi-experimental study explored the effect of situated context instruction in mathematics incorporating pictures (SCIMIP) on gifted elementary school students. Method: Sixty gifted students from 11 elementary schools in Taipei City participated in the study and were evenly divided into an experimental group and a control group. The participants in both groups attended 18 sessions during a 3-month extracurricular intervention. The mathematics materials used for both groups were adapted from the materials used in the Mathematical Olympiad, a challenging competition for students with high levels of mathematics ability. The experimental group received SCIMIP; the mathematics problems used for this group were embedded within pictures and story contexts. The control group was guided through traditional problem-solving materials used to prepare for Mathematical Olympiad. The materials were divided into 3 units: Velocity, Cow and Grass, and Permutation and Combination. SCIMIP emphasizes concept integration during the mathematics learning process. A pretest, posttest, and follow-up test were implemented before and after the teaching intervention. Three test instruments were developed for examining the learning effects, which included the effects on the immediate learning achievement performance, the learning retention performance, and the quantity of schema performance. Several one-way ANCOVA were conducted to examine learning effects in the experimental and control groups. Results/Findings: The major findings are outlined as follows: 1. SCIMIP benefited students in the experimental group, enabling enhanced immediate learning achievements and learning retention in the Cow and Grass and Permutation and Combination units. 2. SCIMIP aided the experimental group students in increasing declarative knowledge and procedural knowledge in the Cow and Grass
|Appears in Collections:||特殊教育研究學刊|
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