英文摘要 |
The purpose of this study was to examine how the technology-based mathematical-induction-learning module influenced inference of elementary school students. A total of 82 sixth-graders from three regular classes were recruited to participate in this study. The three classes were randomly assigned to the three groups: the ICT group, the object-manipulation group, and the control group. The research procedures included a pre-test, implementation of technology-based learning module, and a post-test. All of the three groups experienced the same procedures. The only difference between the three groups was the way the learning module was taught. Through the analysis of covariance, the difference of the three groups’ performances on mathematical reasoning was examined. In addition, these students’ initial pattern-design ability and growth slope of this ability were also analyzed by the Hierarchical Linear Model. As the research results demonstrated, the ICT group performed better on general mathematical reasoning tasks than the object-manipulation group and the control group. The results also showed that the ICT learning module could enhance logical reasoning by providing the figural scaffolding, which helped students reflect and find out the key points in problem solving. |