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基模教學對百分比問題之程序流暢程度的有效性研究 =: EFFECTIVENESS OF SCHEMA-BASED INSTRUCTION (SBI) ON PROCEDURAL FLUENCY WITH PERCENTAGES PROBLEMS
Resource type
Authors/contributors
- Zhou, Mingyan (Author)
- Yim, Pui Yu (Contributor)
- University of Saint Joseph (Contributor)
Title
基模教學對百分比問題之程序流暢程度的有效性研究 =: EFFECTIVENESS OF SCHEMA-BASED INSTRUCTION (SBI) ON PROCEDURAL FLUENCY WITH PERCENTAGES PROBLEMS
Abstract
Research suggested that students struggle because of lacking understanding of basic
concepts, formulas, and procedures in algebra, leading to inefficiency in logical
thinking and problem-solving skills. (Julius et al., 2018; Jupri et al., 2021). Schemabased instruction (SBI) aims to enhance learning and problem-solving by activating
and building upon students' prior knowledge structures, known as schemas (Powell et
al., 2008). The common schemas include the total, difference, change, equal groups,
comparison, ratios/proportions (Hughes & Cuevas, 2020). SBI has been found to be
effective, particularly for students who struggle with mathematics word problems
(Marshall, 2012; Hughes & Cuevas, 2020). Research related to SBI has not yet been
conducted in Macau region.
An early pre-test was administered by the researcher, thirty-one students were asked
to solve 10 questions about percentages. The results showed that some students lacked
the fundamental knowledge needed to investigate and explore the abstract ideas,
patterns, and relationships in percentages problems. A daily schema-based instruction
(SBI) as a part of an experimental intervention study was implemented, pre-test and
post-tests were administered to investigate the effect of SBI on students' mathematical
procedural fluency skills. Thirty-one students from the researcher’s class were invited
to engaged in 40 minutes of daily SBI lessons for two weeks, 12 lessons in total.
During each of the twelve 40-minute session, students practiced schemas to develop
procedural fluency competencies, such as solid number sense and arithmetic
operations, to solve percentages problems. Within-group descriptive and inferential
statistics were adopted. The results indicated that after SBI, students can solve
mathematical problems with greater procedural fluency. This research shares
implications and provides suggestions regarding SBI and procedural fluency
University
University of Saint Joseph
Place
Macau
Date
2024
# of Pages
67
Language
chi
Short Title
基模教學對百分比問題之程序流暢程度的有效性研究 =
Library Catalog
Library Catalog (Koha)
Call Number
M-ED 2024 ZHO,MIN
Notes
In Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, July/2024Supervisor : 嚴沛瑜
Citation
Zhou, M. (2024). 基模教學對百分比問題之程序流暢程度的有效性研究 =: EFFECTIVENESS OF SCHEMA-BASED INSTRUCTION (SBI) ON PROCEDURAL FLUENCY WITH PERCENTAGES PROBLEMS [University of Saint Joseph]. https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=222838
USJ Theses and Dissertations
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