數學臆測探究教學對商職學生數學學習成就與動機之影響
No Thumbnail Available
Date
2015-10-??
Journal Title
Journal ISSN
Volume Title
Publisher
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
本研究旨於探討數學臆測探究教學策略對於商職二年級學生數學學習動機及學習成就的影響。研究設計採準實驗研究之不等組前後測設計；資料收集及分析採量為主質為輔的方式進行。兩個案班級各39人，隸屬同一任課教師，為中部某公立家商二年級學生。實驗組採臆測探究教學，控制組則維持傳統講述式教學；研究時程共歷經一整個學年。評量學生數學學習動機工具為數學學習動機問卷，檢驗學生學習成效工具為六次段考成績。研究結果發現，臆測探究教學組學生動機提升與傳統教學組學生間存在顯著差異，學習成就雖未存在顯著差異卻呈現穩定成長的態勢。顯示在臆測探究教學環境脈絡下，學生願意主動參與學習、採用不同策略解決問題、重視數學學習價值，在精熟目標導向引導下期許自己是高自我效能的學習者，進而在學習成就上呈現穩定成長的狀態。
This study aims to investigate the influences of conjecturing-inquiry teaching on commercial vocational high school students' achievements and motivation toward mathematics learning. The quasi-experimental research with nonequivalent pretest-posttest control group design is adopted. There are thirty-nine students of each of the two groups, which are grade ten and taught by the same mathematics teacher from a public vocational high school in the middle of Taiwan. The conjecturing-inquiry teaching has been adopted in the experimental group for a whole academic year, while the traditional expository teaching in the control group. The instrument for examining students' motivation toward mathematics learning is the ＂Students' Motivation toward Mathematics Learning Questionnaire＂, and for assessing students' learning achievements the six school sectional examinations. The research results indicate that the students of the experimental group show significantly higher motivation toward mathematics learning than those of the control group. Although there is no significant difference between their learning achievements, the students of the experimental group have made steady progress in the six school sectional examinations during the whole academic year. Therefore, it seems to reveal that, under the conjecturing-inquiry teaching environment, students are more willing to get involved in their learning actively, to try different strategies to solve mathematics problems, to value the importance of mathematics learning, and to consider themselves as a learner of high self-efficacy under the goal of mastery. Besides, they are able to make steady progress in their mathematics learning as well.
This study aims to investigate the influences of conjecturing-inquiry teaching on commercial vocational high school students' achievements and motivation toward mathematics learning. The quasi-experimental research with nonequivalent pretest-posttest control group design is adopted. There are thirty-nine students of each of the two groups, which are grade ten and taught by the same mathematics teacher from a public vocational high school in the middle of Taiwan. The conjecturing-inquiry teaching has been adopted in the experimental group for a whole academic year, while the traditional expository teaching in the control group. The instrument for examining students' motivation toward mathematics learning is the ＂Students' Motivation toward Mathematics Learning Questionnaire＂, and for assessing students' learning achievements the six school sectional examinations. The research results indicate that the students of the experimental group show significantly higher motivation toward mathematics learning than those of the control group. Although there is no significant difference between their learning achievements, the students of the experimental group have made steady progress in the six school sectional examinations during the whole academic year. Therefore, it seems to reveal that, under the conjecturing-inquiry teaching environment, students are more willing to get involved in their learning actively, to try different strategies to solve mathematics problems, to value the importance of mathematics learning, and to consider themselves as a learner of high self-efficacy under the goal of mastery. Besides, they are able to make steady progress in their mathematics learning as well.