A Study of Applying MathPS to Develop Fraction Teaching Module In the Elementary School.
| Autor: | Su-Min Chen, 陳素敏 |
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| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 A Study of Applying MathPS to Develop Fraction Teaching Module In the Elementary School. Su-Min Chen Domestic and international scholars have found the fraction learning and teaching in the elementary school is not easy. Studies showed that the integration of technology might make the fraction teaching more easily. This study aims to apply Mathematics Presentation System(MathPS) to develop teaching materials for fraction concept, hoping to make teachers’ instruction more effective. This study investigated how MathPS is used in developing fraction teaching modules in the elementary school. Students’ response and performance are also observed during the process to see whether MathPS has affected students’ learning attitude and learning performance. This study is divided into three phases: first, the learning of MathPS; second, the development of teaching modules for fraction concept; finally, the application of teaching modules. Each phase goes through planning, execution, reflection and adjustment. The research group consists of six members. The peer observers are made up of eleven teachers, four of them are also peer teachers. Data collected from video taping, interview of the peer teachers, questionnaire for the peer observers, field journals, math diary and students’ workbooks. The results revealed that MathPS was very helpful in developing concept-centered and pupil-centered digital teaching materials. The factors that might influence the digital teaching material developing include academics, information, art designing and time limit. The external factors that might influence the teaching modules include insufficient hardware facilities, insufficient administrative resources as well as the limitation of time and space. Internal factors include teachers’ gender, Professional ability, conviction and attitude. The result revealed that students liked math more and learned better. 90% of the students held positive attitude toward the integration of technology into math teaching. They were more concentrated and their ability to solve math problem was improved. It was easier for them to build their fraction concept. Though the action process was difficult and challenging, the result was meaningful and useful for the administration, teachers and MathPS developers. Keyword: Information integration, Mathematics presentation system, Action research, Teaching module, Fraction,Scaffold |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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