The effects of proof-first text and principle-first text on seventh graders' reading comprehension and process of Pythagoras theorem
| Autor: | Chen Ya Hua, 陳雅華 |
|---|---|
| Rok vydání: | 2008 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 The purpose of this study aims to understand the effects of "proof-first" and "principle-first" the different arrangement order text and text-to-state students in learning "Pythagorean Theorem". Take quantitative method in the main, supplemented by qualitative research method, with the purpose to prepare the design of the Pythagorean Theorem "proof-first text" and "principle-first text", mathematical ability (Pythagorean Theorem units) before and after the measurement volume. The researcher collects pre-and post-test data, conducts statistical analysis of covariance (ANCOVA) to deal with text reading different groups and the groups did not read the text before and after the test results analysis, and conforms to cases of students with the interview data, as of supporting analysis. The research reveals that there is no significant difference with regard to the effects of both texts on students’ mathematical ability. However, it was found "principle-first" text is more efficient than "proof-first" text in improving mathematical ability of seventh graders with low math achievement. Qualitative data gleaned from the interviews shows that the students with high achievement have no special preferences; however, the students with low achievement are mostly in favor of "principle-first" text. The results also indicates that high-achievement students apply more reading strategies than low-achievement ones. Furthermore, the intervention of the teacher also enhance students’ math ability. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|