2021.第49卷第2期(Vol. 49 No. 2).pp. 45–70
Mathematics Anxiety and Learning Strategy as Critical Factors Affecting Geometric Learning of Primary School Students
數學焦慮和學習策略是影響國小學生幾何學習的關鍵因素
Tzu-Hua HUANG(黃思華)
Abstract
This research examined how the core concepts of geometry, learning strategies and mathematics anxiety predict geometry learning achievements, and whether various variables can explain students’ learning achievements at different levels of geometric thinking. A total of 108 children (aged 10–11) completed the tests of van Hiele geometric thinking levels, prior knowledge in geometry, and geometry learning achievement, as well as assessments of mathematics learning strategies, core concepts of geometry, and mathematics anxiety. Of them, 78 children were identified as Level 1 (n = 40) or Level 2 learners (n = 38) according to the van Hiele geometric thinking levels. Eight lessons of this study were conducted, and the content of each lesson was based on a unit of geometry. Results indicated that mathematics anxiety and mathematics learning strategy explained the geometry learning achievement of Level 1 and Level 2 learners respectively. These results highlight the different factors affecting geometry learning achievement of Level 1 and Level 2 learners and the importance of mathematics anxiety and mathematics learning strategy to learners’ performance in geometry learning.
Keywords: core concepts of geometry; learning achievement; learning strategy; mathematics anxiety; van Hiele geometric thinking levels
摘要
本研究探討幾何核心概念、學習策略、數學焦慮如何預測幾何學習成就,以及各變項能否解釋不同幾何思考層次學生的學習成就。研究共有108名學生(10–11歲)參與,他們完成van Hiele幾何思考層次、幾何先備知識、幾何學習成就等測驗,以及數學學習策略、幾何核心概念和數學焦慮量表。根據van Hiele幾何思考層次測驗,共有78名學生分別屬幾何思考層次第一級(n = 40)和第二級(n = 38)。本研究共進行八堂課,每堂課的內容為不同的幾何單元。研究結果發現,數學焦慮和數學學習策略分別是影響幾何思考層次第一級和第二級學生幾何學習成就的關鍵因素,結果突顯了影響幾何思考層次第一級和第二級學習者幾何學習成就的不同因素,以及數學焦慮和數學學習策略影響學習者幾何學習成就的重要性。
關鍵詞:幾何核心概念;學習成效;學習策略;數學焦慮;van Hiele幾何思考層次