數學虛擬教具對等值分數概念學習的影響

Abstract

本研究檢證國小五年級學生在數學等值分數單元使用數學虛擬教具的學習成就、表徵流暢度、對數學學習態度、及對數學虛擬教具態度。研究採準實驗設計，實驗組為26位使用虛擬教具學習等值分數概念的學生，控制組為24位使用紙本示例學習等值分數概念的學生。以前測與後測量數檢證學生的學習成就與表徵流暢度；以問卷的數據結果歸納學生對數學學習態度與對數學虛擬教具的態度。研究發現，使用數學虛擬教具學習的學生之學習成就顯著高於使用紙本示例學習的學生。使用數學虛擬教具學習之學生在表徵流暢度上優於使用紙本示例學習的學生，尤其是文字轉文字表徵以及圖形轉文字表徵。使用虛擬教具學習的學生對數學學習態度與對虛擬教具使用上的表現都持正向看法。

This study examined the effects of mathematical virtual manipulative on fifth Graders’ performance and representational fluency in equivalent fraction. Studnets’ attitude toward mathematical learning and toward virtual manipulatives were also analyzed. Quasi-experiment design was implemented. A class with 26 students was assigned as the experimental group, and the other class with 24 students as the control group. The experimental group used virtual manipulatives, and the control group used teacher-made handouts. Data sources included a pretest and a posttest of students’ equivalent fraction concepts and a student attitude survey. The results indicated that students’ performance using virtual manipulatives were better than student performance using teacher-made handouts. In terms of representational fluency, students using virtual manipulatives were better than students using teacher-made handouts. Translations from symbolic to symbolic representation and translations from pictorial to symbolic representations were significant. Student attitude survey indicated the majority of students had positive attitudes toward using the fraction virtual manipulatives to learn fraction concepts.