| Autor: |
Chiao-Min Lin, Jia-Wen Peng |
| Jazyk: |
English<br />Chinese |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Tūzī yǔ dàng’àn xuékān, Vol 16, Iss 1, Pp 1-37 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2412-1800 |
| DOI: |
10.6575/JILA.202406_(104).0001 |
| Popis: |
This research aims to investigate the impact of integrating reading comprehension strategies into mathematics teaching for third-grade elementary school students on their learning motivation and learning outcomes. The research adopts a pre-experimental method with a one-group pretest-posttest design. The targets of teaching are 18 third-grade students from an elementary school in Nantou County who participated in an 8-week teaching experiment. The research tools include the "Mathematics Learning Motivation Scale," the "Mathematics Learning Attitude Scale," and the "Mathematics Test Paper." Paired sample t-tests are conducted on pre- and post-teaching test scores to explore whether integrating reading comprehension strategies into teaching has a significant impact on students' learning motivation and learning outcomes. The results show that integrating reading strategies into mathematics teaching enhances both learning motivation and learning outcomes, reaching statistical significance. Moreover, students' preference for integrating reading strategies into mathematics teaching is higher than for traditional teaching methods. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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