The Effect of Operating E-learning Systems with Mathematical Writing on Math Learning Effectiveness for Grade Seven Student – a Case of the Greatest Common Factor and Least Common Multiple
|關鍵字:||數位學習;數學寫作;數學學習動機;數學學習成就;e-learning,;mathematical writing;mathematical learning motivation;mathematical learning achievement|
The study combines e-learning and mathematical writing two strategies, and studies the effects of operating e-learning systems with mathematical writing for grade seven students through experimental teaching. The researcher utilizes quasi-experimental nonequivalent pre-test and post-test design, and uses methods for convenient sampling in two classes of grade seven students at a six-year high school in Miaoli County. This is the school at which the researcher teaches. Experimental instruction lasting four weeks was implemented on the experiment group, which includes 28 people who are instructed in mathematical writing; and the control group, which includes 26 people who are instructed in the normal fashion. The research tool is the mathematical learning motivation scale and mathematical learning achievement test. After collecting pre-test and post-test data for the instruction experiment, analysis of covariance is conducted to test whether there are significant differences between the experiment group and the control group in terms of their mathematical learning motivation and mathematical learning achievement. The instruction opinion survey is also given to the experiment group class in order to understand the students’ attitudes and views on operating e-learning systems with mathematical writing instruction. Results show that (1) there are no significant differences between the experiment group and the control group in terms of mathematical learning motivation; (2) there are no significant differences between the two groups in terms of pre-test and post-test mathematical learning achievement; (3) Low motivation students ' mathematical learning motivation increased significantly, and high achievement students ' mathematical learning achievements to reduce; (4)most students have a positive view on e-learning system and mathematical writing instruction, believing that they can help their learning. Finally, the researcher proposes suggestions on the instruction of operating e-learning systems with mathematical writing and on further research as references for those who are engaged in the field of education.