動態幾何團體GeoGebra導入國中數學教學之實驗研究：以二元一次方程式圖形為例

An Experimental Study of Integrating GeoGebra into Mathematics Instruction of the Junior High School: An Example of Graphs of Linear Equation in Two Variables

10.6137/RECT.201712_117.0003

薛曉琳(Hsueh, Hsiao-Lin)；周保男(Chou, Pao-Nan)

資訊科技融入數學教學 ； 互動式視覺科技 ； 實驗研究 ； GeoGebra ； Information technologies integrated in mathematics instruction ； Interactive visual technology ； Experimental study ； GeoGebra

教育傳播與科技研究

117期（2017 / 12 / 31）

31 - 46

繁體中文

本研究旨在分析GeoGebra軟體對國中七年級學生在「二元一次方程式圖形」單元的學習成效影響。本研究採不等組前後測之實驗研究設計，以臺南市某國中七年級85名學生為研究對象，進行為期二週的實驗教學活動。前後測利用自編的單元學習成就測驗。學生共分為三組實驗組別：「GeoGebra導入教學」、「傳統講述式教學」、「PowerPoint結合傳統講述式教學」。經由共變數統計分析後，研究結果顯示，GeoGebra教學模式顯著優於PowerPoint搭配傳統講述教學，但與傳統講述教學模式間無顯著差異。

This study aimed to investigate the effect of GeoGebra software on seventh-grade high school students' learning performances in the ＂graphs of linear equation in two variables＂ lesson unit. The study adopted a nonequivalent pretest-posttest quasi-experimental design. Research participants were 85 seventh grade students in a junior high school in Tainan city. The instructional experiment lasted two weeks. The self-developed learning achievement test served as the pretest and posttest. Students were assigned into three experimental groups: GeoGebra instruction, traditional instruction, and PowerPoint with traditional instruction. Through the statistical analysis of one-way analysis of covariance (ANCOVA), the results showed that students in GeoGebra instruction significantly performed better than students who did in PowerPoint with traditional instruction. However, no significant difference on learning outcome was found between GeoGebra and traditional instruction.

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