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請使用永久網址來引用或連結此文件:
http://ir.ncue.edu.tw/ir/handle/987654321/14535
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題名: | USING COMBINATORIAL APPROACH TO IMPROVE STUDENTS’LEARNING OF THE DISTRIBUTIVE LAW AND MULTIPLICATIVE IDENTITIES |
作者: | Tsai, Yu-Ling;Chang, Ching-Kuch |
貢獻者: | 科學教育研究所 |
關鍵詞: | Combinatorial approach;Distributive law;Multiplicative identities |
日期: | 2009
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上傳時間: | 2012-11-22T07:39:10Z
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出版者: | SpringLink |
摘要: | 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. |
關聯: | International Journal of Science and Mathematics Education, 7(3): 501-531 |
顯示於類別: | [科學教育研究所] 期刊論文
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