探討適性U-learning數學步道對學生數學學習成效、連結能力之影響及學習意見－以國小五年級線對稱單元為例

U-learning

(ubiquitous learning, U-learning) U-learning U-learning U-learning U-learning U-learning U-learning

The effect of adaptive U-learning mathematics path in learning

achievement, connection-ability, and students’ opinions - using

Line Symmetry unit in the fifth grade as an example

Abstract

The purposes of the research are designing line symmetry adaptive ubiquitous learning mathematic path teaching system. The researcher is based on knowledge structure to program the self-edited teaching material, the self-edited remedial material, the self-edited teaching multimedia material, and the self-edited remedial multimedia material with the “adaptive U-learning mathematics path system“. The researcher uses this system to execute the outdoor education for the fifth-grade students in the experimental teaching. Before the teaching, the researcher uses the self-edited teaching multimedia materials to test students. After the teaching, the researcher uses the self-edited remedial multimedia materials to test students. The developments of this study are to conduct the adaptive U-learning mathematics path and traditional teaching to discuss the effects of learning and remedial instruction. Furthermore, the research also evaluates the effect of the adaptive U-learning mathematics path on the post-learning retention, the connection-ability and acceptance.

The study findings reveal that:

1. There is positive shown in the students’ opinions of the experimental group.

2. There are significant differences shown in the learning achievements of the experimental group and the control group with different learning model. The average in learning achievement of the experimental group is better than the control group. 3. There are significant differences shown in the remedial achievements of the

experimental group and the control group with different remedial model. The average in remedial achievement of the experimental group is better than the control group. 4. There are significant differences shown in the post-learning retention of the

experimental group and the control group with different learning model. The average in post-learning retention of the experimental group is better than the control group. 5. The effect of adaptive U-learning mathematics path in connection-ability as follows:

(1) There are significant differences shown in the connection-ability scores of the experimental group and the control group with different learning model. The average score in the connection-ability of the experimental group is better than the control group.

(2) There are significant improvements shown in the events of revelation, transformation and communication of the connection-ability effect of the experimental group.

Key words: U-learning, mathematics path, computerized adaptive diagnostic test, line symmetry, connection-ability

... 1 ... 1 ... 5 ... 7 ... 9 ... 13 ... 15 ... 15 ... 23 ... 29 ... 37 ... 37 ... 45 ... 47 ... 65 ... 71 ... 73 U-learning ... 73 ... 75 ... 77 ... 79 ... 81 U-learning ... 93 ... 97 ... 97 ... 99

... 101 ... 108 ... 108 OT ... 109 ...110 ...119 ... 122 ... 123 ... 125 ... 126

2-1-1 U-learning ... 16 2-1-2 U-learning ... 17 2-1-3 U-learning ... 19 2-2-1 ... 25 2-3-1 ... 31 2-3-2 van Hiele ... 33 2-3-3 ... 34 2-3-4 ... 34 3-1-1 ... 39 3-1-2 ... 40 3-2-1 ... 45 3-3-1 ... 52 3-3-2 ... 53 3-3-3 ... 54 3-4-1 ... 65 4-1-1 U-learning ... 73 4-2-1 ... 75 4-2-2 ... 76 4-3-1 ... 77 4-3-2 ... 78 4-4-1 ... 79 4-4-2 ... 80 4-5-1 ... 81 4-5-2 ... 82 4-5-3 ... 83 4-5-4 ... 83

4-5-5 ... 84 4-5-6 ... 85 4-5-7 ... 86 4-5-8 ... 86 4-5-9 ... 87 4-5-10 ... 87 4-5-11 ... 88 4-5-12 ... 89 4-5-13 ... 90 4-5-14 ... 90 4-6-1 McNemar ... 94 4-6-2 McNemar ... 95

2-1-1 RFID ... 18 2-3-1 ... 30 3-1-1 ... 38 3-3-1 ... 47 3-3-2 ... 48 3-3-3 ... 50 3-3-4 ... 51 3-3-5 U-learning ... 55 3-3-6 U-learning ... 55 3-3-7 U-learning ... 56 3-3-8 U-learning - ... 56 3-3-9 U-learning ... 57 3-3-10 ... 58 3-3-11 ... 58 3-3-12 U-learning ... 59 3-3-13 U-learning ... 59 3-3-14 U-learning ... 60 3-3-15 KSAT ... 60 3-3-16 ... 61 3-3-17 1... 61 3-3-18 2... 62 3-3-19 ... 62 3-3-20 ... 63 3-4-1 U-learning ... 67 4-5-1 ... 83 4-5-2 ... 84 4-5-3 ... 85

4-5-4 ... 87 4-5-5 ... 88 4-5-6 ... 89

(ubiquitous learning, U-learning)

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(Lave & Wenger, 1991)

(Brow, Collins & Dugid, 1989)

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1993 Billstein, Libeskind & Lott, 1993 Crowley, 1987 Hoffer, 1981

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2003 2009 Cronbach 0.743 2003 1 2 3 4 5 6 1 0 U-learning 2009 2009 2009 340 Cronbach α 0.69 SPSS

SPSS (statistical package for the social sciences, SPSS)

2007 EXCEL

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4 96.55 3.45 5 96.55 3.45 6 96.55 3.45 7 100.00 0.00

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4-2-2

95%

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75.741 a 2.612 70.486 80.997

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4-4-2

95%

U-learning 77.177 a 1.925 73.304 81.050

69.488 a 2.094 65.276 73.700

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4-5-1 4-5-3 9 9 18 % 18.0% 18.0% 36.0% 16 16 32 % 32.0% 32.0% 64.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson .000 b .000 1.000 4-5-4 4 5 9 % 8.0% 10.0% 18.0% 21 20 41 % 42.0% 40.0% 82.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson .136 b 1 .713

4-5-5 4-5-6 4-5-2 Pearson .085 1 p=.771 .05 Pearson 5.333 1 p=.021 .05 U-learning 4-5-2 4-5-5 15 16 31 % 30.0% 32.0% 62.0% 10 9 19 % 20.0% 18.0% 38.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson .085 b 1 .771

4-5-6 6 14 20 % 12.0% 28.0% 40.0% 19 11 30 % 38.0% 22.0% 60.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 5.333 b 1 .021 4-5-7 4-5-8 4-5-3 Pearson .595 1 p=.44 .05 Pearson 8.013 1 p=.005 .05 U-learning 4-5-3

4-5-7 20 22 42 % 40.0% 44.0% 84.0% 5 3 8 % 10.0% 6.0% 16.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson .595 b 1 .440 4-5-8 7 17 24 % 14.0% 34.0% 48.0% 18 8 26 % 36.0% 16.0% 52.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 8.013 b 1 .005 4-5-9 4-5-10 4-5-4 Pearson 12.578 1 p=.000 .05 Pearson 6.349 1 p=.012 .05

4-5-4 4-5-9 13 24 37 % 26.0% 48.0% 74.0% 12 1 13 % 24.0% 2.0% 26.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 12.578 b 1 .000 4 44 4閾閾閾閾恒恒恒恒閾閾閾閾101010 10 3 11 14 % 6.0% 22.0% 28.0% 22 14 36 % 44.0% 28.0% 72.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 6.349 b 1 .012

4-5-11 4-5-12 4-5-5 Pearson 3.571 1 p=.059 .05 Pearson 9.191 1 p=.002 .05 U-learning 4-5-5 4-5-11 15 21 36 % 30.0% 42.0% 72.0% 10 4 14 % 20.0% 8.0% 28.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 3.571 b 1 .059

4-5-12 3 13 16 % 6.0% 26.0% 32.0% 22 12 34 % 44.0% 24.0% 68.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 9.191 b 1 .002 4-5-13 4-5-14 4-5-6 Pearson 6.818 1 p=.009 .05 Pearson 9.921 1 p=.002 .05 4-5-6

4-5-13 19 25 44 % 38.0% 50.0% 88.0% 6 0 6 % 12.0% .0% 12.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 6.818 b 1 .009 4-5-14 13 23 36 % 26.0% 46.0% 72.0% 12 2 14 % 24.0% 4.0% 28.0% 25 25 50 % 50.0% 50.0% 100.0% Pearson 9.921 b 1 .002 U-learning

U-learning

U-learning McNemar test 2009 4-6-1 01-06 4-6-1 10 3 7 2 15 6 9 1 U-learning 21 8 13 0 U-learning 13

1 12 4 15 4 11 0 U-learning 21 13 8 3 4-6-1 McNemar Y --- N --- 01 04 01 N Y 04 N Y N 3 7 N 1 12 Y 2 13 Y 4 8 02 05 02 N Y 05 N Y N 6 9 N 4 11 Y 1 9 Y 0 10 03 06 03 N Y 06 N Y N 8 13 N 13 8 Y 0 4 Y 3 1

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1996 35 13-15 2010 -2002 9 217-260 2004 Mobile e-Learning 2004 2007 2003 WISCS 2003 136-141 2000 10 29-31 2005 1994 25 38-44 2007 2005 2006 2005 2010 09 20 http://jen.naer.edu.tw/ 2007 SPSS 2008

-2000 2009 1996 2004 2010 U-learning NSC-98-2511-S-142-003 2008 2005 U-Learning 2010 09 25 http://www.elearn.org.tw/KMC/ExpertForum/default.aspx 2007 ----2006 2006 (TANET) 2008 2003 2005 — 2002 GSP 2003 2004 RFID 1998

64 10-24 2009 2001 17 85-106 2003 I NSC-91-2520-S-142-001 2004 II NSC-92-2521-S-142-003 2005 III NSC-93-2521-S-142-004 2005 2005 5 6-7 2007 2007 2007 5 3-4 1995 2001 2003 2006 U-learning NSC95-2520-S009-007-MY3 2006 2009 U-learning

-2005 31 2010 08 http://edtech.ntu.edu.tw/epaper/931210/prof/prof_2.asp 2000 web-bbs 22 6-11 2007 2005 2010 7 23 http://www.nici.nat.gov.tw/content/application/nici/generala/guest-cnt-browse.php? cntgrp_ordinal=1002006100110003&cnt_id=758 2002 1996 1992 NSC-81-0111-S142-01-N 1994 299-328 2011 IEEE 802.11 2010 08 15 http://zh.wikipedia.org/wiki/IEEE_802.11 2009 U-learning 1994 1993 12 3-14 2009 U-learning ---2006

2006

1993 van Hiele

33 12-17

2007

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