Mathematics in Realistic Context in Addition and Subtraction toward First Grader's Learning Attitude
| Autor: | Hui-Chi Chang, 張惠琪 |
|---|---|
| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 This research is conducted to explore the impact of Realistic Mathematics Education (RME) implementation on the learning attitude of first grade students in elementary school. According to RME theory and brain-based learning principles, curriculum designs of Addition and Subtraction are made and applied in teaching. While teaching, the learning attitude amongst students is observed and recorded. The researcher includes realistic context while teaching Addition and Subtraction. Six first-grade students with different mathematical learning achievements in one elementary school are selected, observed and interviewed. Data is collected through teaching videos, observation records, student learning worksheets, learning journals, interviewing with students and questionnaires from parents. Based on the collected data, research result and findings are concluded as following: 1. The mathematical learning reaction of selected students in class has changed from scattered, unfocused, lack of active interaction toward focused and responding to questions aggressively. 2. Teaching in realistic context by associating classroom exercises with incidents in daily lives has remarkably positive effects toward students’ mathematical learning attitude, especially in affective and behavioral dimensions. Selected students are more found of taking mathematic class and actively take a part of the activities in class. Besides, the level of their confidence has increased. In cognitive dimension, the impact is more significant on students with higher and medium learning achievement than those with lower learning achievement. Students with higher and medium learning achievement have acknowledged the importance of learning mathematics and the practical value of mathematics itself. They, thus, have the motivation to learn mathematics well. 3. Activities and group discussion adopted in the experimental teaching are factors that have influence on students’ mathematical learning attitude as well. At last, suggestions are provided for those who are teaching mathematics in elementary school. Recommendations as to what can be done to continue broadening the research are included, too. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|