運用圖畫書進行數學教學對幼兒數學學習態度之影響

Effects of Using Picture Books to Teach Mathematics on Young Children's Attitude toward Mathematical Learning

本研究目的在探討運用圖畫書進行數學教學對幼兒數學學習態度的影響。本研究採準實驗研究的不等組前後測設計，受試者為兩班混齡班中的26位中班幼兒。把兩班中班幼兒分為實驗組與控制組，實驗組幼兒接受十次運用圖畫書進行數學教學的實驗處理，而控制組幼兒則只有聽老師念繪本故事。實驗組與控制組幼兒在實驗組接受實驗處理之前與實驗處理結束之後，接受幼兒數學學習態度評量(包括行為、情感與認知成分)的前測與後測。以前測各項分數為共變量，進行共變數分析，以比較接受實驗處理的效果。研究結果發現，實驗處理可以增加實驗組幼兒的數學學習行為與時間，但是實驗組幼兒的數學喜好及學習信心並未顯著優於控制組幼兒。然而由現場觀察及幼兒的訪談發現，實驗組幼兒對數學學習的興趣是很高的。

This study investigated the effects of using picture books to teach mathematicson young children’s attitude toward mathematical learning. This study was apretest-posttest quasi- experimental design. Twenty six 5-year-olds from twoclassrooms were assigned to either an experimental group or a control group. Theexperimental group received mathematics instruction based on using picture books toteach mathematics for ten weeks. The control group had ordinary storybook readingtime. The mathematical attitude measures were administered as pretest and posttest.The analysis of covariance was used to compare the effects of this treatment. Theresults showed that the experimental group engaged more mathematical learning thanthe control group. But no significant differences in mathematical interest andconfidence were found. However field notes and interviews showed that experimentalgroup enjoyed mathematics learning.