以線段圖融入動態評量設計分數兩步驟文字題補救教材與教學

The affection of Teaching and Learning Mathematics to Elementary Pre-service Teachers By Learning Mathematics Base on the Theory of Constructivism

本文旨在：以線段圖為輔助，融入動態評量，提示學生依線段圖判斷分數兩步驟文字題中已知數間的關係，透過動態評量與學生間的互動來引導教學。以線段圖融入動態評量設計分數兩步驟文字題的補救教材及教學，期能對學生學習分數兩步驟文字題能有所助益，以及教學者於分數兩步驟文字題教學或補救教學時有所參考。

Upon action research, this research investigates the changes of those elementary pre-service teachers who take the general mathematics course based on the theory of constructivism. Those pre-service teachers’ mathematics learning experiences are unhappy and indisposed; their mathematics learning methods are formulas remembrances.
After one semester mathematics learning based on the theory of constructivism, those pre-service teachers realized the merit of the theory of constructivism and changed their learning attitudes, learning methods and teaching concepts. For changes of learning attitudes, those pre-service teachers’ thinking of learning mathematics is boring changes to that it is interesting in learning mathematics. For changes of learning methods, they used to learn mathematics by memorizing formulas in changing to learn mathematics by thinking concepts of mathematics. For changes of teaching mathematics, they are willing to teach mathematics based on the theory of constructivism.