簡易檢索 / 詳目顯示
| 研究生： |
王克蒂 Kou Dea Wang |
|---|---|
| 論文名稱： |
數學遊戲教學之效益研究--以國小四年級為例 On the Effectiveness of Instructing by Mathematical Game |
| 指導教授： | 譚克平 |
| 學位類別： |
碩士 Master |
| 系所名稱： |
科學教育研究所 Graduate Institute of Science Education |
| 畢業學年度： | 87 |
| 語文別： | 中文 |
| 論文頁數： | 119 |
| 中文關鍵詞： | 數學遊戲 、空間能力 、策略性遊戲 、問題解決 |
| 英文關鍵詞： | mathematical game, spatial ability, strategy game, problem solving |
| 論文種類： | 學術論文 |
| 相關次數： | 點閱：252 下載：0 |
| 分享至: |
| 查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究的目的是希望透過15個隸屬於三種不同類型的數學遊戲，經過一個月的時間，以15節課，共31小時的外加式遊戲教學課程，藉由生動活潑的遊戲教學來提高兒童學習數學的興趣。本研究採準實驗設計方式進行，樣本選擇基隆市某國小四年級的學生，一班為實驗組，除了一般學校的正常的數學課程外，另教授數學遊戲課程，而控制組的選擇則從該學年其餘二班中，男女各挑出成績最優16名作為控制組，這是因為實驗組為體育資優班級，學童成績遠遠超過其他班級之故。
在研究進行期間蒐集到的資料包括問題解決前後測、學習前後的態度問卷、遊戲教學學習單、統整教學記錄單、錄影帶等等。至於本研究的資料分析，分成兩部份進行，一為量的分析，一為質的分析，其中量的分析是採用共變數分析法，並以SAS統計軟體作資料處理。質的分析採用描述性的方式進行，對學生的各項問卷及教學錄影帶的表現作細部分析。
經統計分析的結果，發現實驗組在有關策略和空間能力的問題上具有顯著的效果，因此，數學遊戲在這兩方面的學習上應可作為日後輔助性的學習使用參考，至於計算能力方面，可能因時間不足以致沒有明顯的改變。同時上課期間男生在有效互動的平均次數皆優女生，但是男生針對不同遊戲表現的差異十分明顯。除此之外，從教學期間學生日記資料的分析，可以看到有87.5%的學生喜歡數學遊戲，46.9%的學生認為數學遊戲教學對其個人在學習上具有某種程度的功效。在工具方面，所有的15個遊戲中66.7%的學生覺得數學24對計算能力提升最有幫助，26.7%的學生覺得七巧板對問題解決最有幫助，70%認為索瑪立方塊，對提高空間觀念最好。根據前後測態度試卷背後三個因素的探討，發現學生在『數學信念與作數學的態度』及『數學功用與數學學習』在對數學正向態度上有些微減弱的趨勢，這可能因為從數學遊戲到數學學習的學習遷移，效果並不是十分明顯有關。根據歸因測驗的結果，得出有25%的學生對事物抱持悲觀的心態。
至於未來的研究方向，可以考慮單一類型的遊戲或以合作式的方式進行數學遊戲。
The purpose of the research is to enhance children's interests of studying mathematics by designing fifteen games of three different types during fifteen lessons, which are thirty-one hours in total. This research was done by experience designing. The forth grades students in one of the primary school in Keelung as the sample. One class was chosen as the experimental group-beside the normal teaching lessons, the mathematics games was taught. The control group was chosen from the other two classes. Choosing sixteen students with best study performance as control group. That is because the experimental group is physical training class. Those students' grades in the class are much better than others' grade.
The information gathered during the research includes pre and posttest, questionnaire of students' attitude towards mathematics before and after instruction, learning result of game teaching, integrated teaching records, video etc. The data analyzing of the research was divided into two parts-one is quantity analyzing and another is quality analyzing. ANOVA was adapted in quantity analyzing and the information was processed with SAS. Describing method was used in quality analyzing. The questionnaire and the students' performance in the video will be analyzed in detail.
The result of statistics shows the experience group has obvious effort on posttest and the sense of dimensions. Therefore, these two games can be the reference of future assistance learning use. There is no obvious change in calculating ability due to the time limit. During the lessons, boys' learning interaction frequency is higher than girls', but boys show obvious different attitudes toward different games. Besides, the analysis of students' diaries shows that 87% of students think they can benefit a lot from mathematics games. Within fifteen game, 66.7 of students think "mathematics 24" is helpful for calculation ability, 26.7% of students think "seven-piece puzzle" is helpful for solving questions. 70% of students think the magic square is the best way to enhance the sense of dimension. According to the pre and posttest attitude test paper about the three elements discussion shows that students' attitudes toward "mathematics idea and the attitudes mathematics" and "mathematics effort and mathematics study" decreased. That is possibly because the effort on mathematics game learning transfer to mathematics study is not so obvious. According to the result, there are 25% of students show the pessimistic attitudes.
As for the future research directions, the single type game or in cooperation way can be considered.
參考文獻
一、中文部份
李心燦、王日爽、李志堯譯（民85）, Polya著; 數學與猜想, 九章出版社。
吳美滿（民87）, 波利亞的解題步驟對國中比例單元教學效果的研究, 國立臺灣師範大學科學教育研究所碩士論文。
林風南（民79）, 幼兒體能與遊戲, 五南出版社。
洪蘭譯(民86), Seligman M.著, 學習樂觀、樂觀學習 , 遠流出版社。
郭靜晃譯(民81), Johnson, A. E.著, 兒童遊戲,揚智文化出版。
郭重吉(民81), 從建構主義的觀點探討中小學數理教學的改進, 科學發展月刊,第二十卷第五期, p548-567。
張平東（民78）, 國小數學教材教法新論, 五南出版社。
張遠南（民86）, 使人聰明的數學遊戲, 九章出版社。
潘慧玲（民80）, 兒童遊戲的研究, 行政院國家科學委員會專題研究計劃成果報告, NSC 79-0301-H003-07。
閻育蘇譯（民75）, Polya著, 怎樣解題, 九章出版社。
黃毅英（民86）, 邁向大眾數學的數學教育, 九章出版社。
曹亮吉（民68）, 認識數學遊戲, 數學傳播, p12-14。
鄭肇楨（民69）, 數學遊戲, 商務印書館。
劉效騫(民55), 兒童遊戲新論,臺灣書店。
劉秋木（民85）, 國小數學科教學研究, 五南圖書出版公司。
劉錫麒（民86）, 數學思考教學研究, 師大書苑。
劉一民（民88）,以遊戲為鏡-體貼教育的初心,學生輔導, 60期, p32-45。
饒見維（民85）, 國小數學遊戲教學法, 五南圖書出版公司。
Miguel de Guzma'n（民85 ）, 數學與遊戲, 數學大眾化, p272-276。
二、英文部份
Allal, L.(1986). Competition and Cooperation in the Context of Games Used for Mathematics Instruction. 70th Annual Meeting of American Educational Research Association, San Francisco, CA, April 16-20）.
Brown, S.＆Jones, R.M.(1992）. Group management in the mathematics classroom : exploring pentominoes. Arithmetics Teacher, p38-40.
Clarke,B.R.(1994). A history of recreational mathematics, puzzle for pleasure. Cambridge University Press, p1-12.
Clements, M.A.(1981). Spatial Ability, Visual Imagery and Mathematical Learning. the Annual Meeting of the American Educational Research Association,Los Angeles, CA, April 13-17）.
Guay, R.B. (1980). Spatial ability measurement：A critique and an alternative, Annual meeting of the American educational research association 64th, Boston, Ma, April 7-11.
Haggard, G. ＆ Schonberger, A. K.( 1977). The game of Tri. Arithmetic Teacher, Apr., 318-320.
Harvey, J. G. & Bright,G. W.(1985). Mathematical Game：Antithesis or Assistance？. Arithmetic Teacher, 85(2), 23-26.
Hollis, L. Y. & Felder, B. D. (1982). Recreational Mathematics For Young Children. School Science and Mathematics, 82, 71-75.
Izard, J.(1990). Developing spatial skills with three-dimensional puzzles, Arithmetic Teacher, Feb., 44-47.
Keller, J. J.(1990).Strategy Games：Developing Positive Attitudes and Perseverance toward Problem Solving with Fourth Graders, Jan., Master's Practicum Report, Nova University.
Krulik, S. & Rudnick,J.A.(1983). Strategy game and problem solving-an instructional pair whose time has come！.The Arithmetic Teacher, 83(12), p26-28.
Onslow, B. (1990). Pentominoes. Arithmetic Teacher, 90(5), 5-9.
Orton, A. ＆ Frobisher, L.(1996). Learning and teaching shape and shape.Insights into teaching mathematics, 133-147.
Orton, T. L.(1986). Why do some pupils achieve more than others？ Learning mathematics.
Lord, T.R. (1985). Enhancing the visuo-spatial aptitude of students. Journal of research in science teaching, 22(5), 395-405.
Sowell, E.J.(1976). Multipurpose mathematics games from discards. The Arithmetic Teacher, 76(4) , p414-416.
Stanic, G.M.A.(1990). Spatial abilities. Arithmetic teacher, 90(2), 48-51.
Voyer, D.(1996). The Relation Between Mathematical Achievement and Gender Differences in Spatial Abilities：A Suppression Effect，Journal of Education Psychology,88(3),563-571.
