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http://ir.ncue.edu.tw/ir/handle/987654321/14535
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| Title: | USING COMBINATORIAL APPROACH TO IMPROVE STUDENTS’LEARNING OF THE DISTRIBUTIVE LAW AND MULTIPLICATIVE IDENTITIES |
| Authors: | Tsai, Yu-Ling;Chang, Ching-Kuch |
| Contributors: | 科學教育研究所 |
| Keywords: | Combinatorial approach;Distributive law;Multiplicative identities |
| Date: | 2009
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| Issue Date: | 2012-11-22T07:39:10Z
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| Publisher: | SpringLink |
| Abstract: | This article reports an alternative approach, called the combinatorial model,
to learning multiplicative identities, and investigates the effects of implementing results
for this alternative approach. Based on realistic mathematics education theory, the new
instructional materials or modules of the new approach were developed by the authors.
From the combinatorial activities based on the things around daily life, the teaching
modules assisted students to establish their concept of the distributive law, and to
generalize it via the process of progressive mathematizing. The subjects were two classes
of 8th graders. The experimental group (n=32) received a combinatorial approach to
teaching by the first author using a problem-centered with double-cycles instructional
model, while the control group (n=30) received a geometric approach to teaching, from
the textbook by another teacher who uses lecturing. Data analyses were both qualitative
and quantitative. The findings indicated that the experimental group had a better
performance than the control group in cognition, such as for the inner-school achievement
test, mid-term examination, symbol manipulation, and unfamiliar problem-solving: also in
affection, such as the tendency to engage in the mathematics activities and enjoy
mathematical thinking. |
| Relation: | International Journal of Science and Mathematics Education, 7(3): 501-531 |
| Appears in Collections: | [科學教育研究所] 期刊論文
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