Influence of Comparative Understanding of Subject with Conflict Map Teaching Strategy on Conceptual Change and Motivation of Mathematical Probability : 10^<th> Grade Math Students

概要

論文の詳細を見る
This study is a case study of teaching probability concepts to 10^<th> grade Math students using a strategy based on a theoretical framework of multidisciplinary concept mapping (Tsai, 2000). The purpose of this study was to determine whether this teaching strategy promoted conceptual change and investigate how introducing non-math contexts influenced student motivation. Pre- and post-tests of comprehension levels suggest that more students transitioned from surface-only understanding to meaningful comprehension of probability concepts under this new style of teaching. Qualitative analysis based on student self-scores of motivation and interpretive analysis of free responses on questionnaires given after each class indicated that students 1) were confused in Literature and Social Studies contexts and perplexed in a Science context; 2) were intellectually stimulated in Literature, Science and Social Studies contexts and thought they could transfer the new knowledge to other areas; 3) became aware in a Literature context that probability concepts were useful, and recognized in Science and Social Studies contexts that probability concepts were generalizable to multiple subject areas.
日本教科教育学会の論文