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tTŐYP P!YMasterMaster's ThesisOne of the most important goals of math education is to let the students get interested in mathematics through learning by experience and recognize that mathematics is required in everyday life in addition to improving the ability of mathematical thinking and problem solving. But in most mathematics classes, instruction with teacher oriented-teaching-method is prevalent and students gradually lose their interests in mathematics.
As computer technology is rapidly developed these days, it is thought that the computer can be used effectively for math learning. But there are not many studies on the teaching methods using computers for math classes, and so developing practical teaching methods is needed.
This study examines what effects the method of using EXCEL for learning simultaneous equations and linear functions in the second grade class of middle school has on their interests, attitude and achievement in mathematics. For this study the followings are suggested;
1. Are there meaningful differences in mathematical interests and attitude between the experimental learning group using EXCEL and the controlled group which was taught by the traditional teaching method?
2. Are there meaningful differences in achievement between the two groups?
Based on a various of studies on using computers for classes, this study was carried out with 61 students of second grade of Y middle school in Seoul. First, 61 students was divided into two random groups. One was the controlled group with 31 students and the other was the experimental group with 30 students. Second, the controlled group was taught in the classroom by the traditional teaching method and the experimental group was taught in the computer room using EXCEL. They had 15 classes for 4 weeks. All of the 61 students were tested on their mathematical interests and attitudes and achievement about math before and after the experiment. 3 students in the experimental group were chosen randomly and were observed during all 4 weeks and were interviewed twice on the first and the fourth week after the experiment. Before the experiment, computer usage by the students in the experimental group was examined and after the experiment, questions about mathematics teaching methods using EXCEL were asked.
The result of that experiment is as follows;
First. no statistical differences on interests and attitude were found. but the scores on the mathematical interest and attitude test were increased in the experimental group while in the control group the scores were decreased. Especially, on the questions about the mathematical learning attitude and recolonization of using computers for the mathematics class, students in the experimental group got higher scores than before the experiment. This means that using the computer for the class made students' mathematical interest and attitude change positively.
Second, statistically meaningful differences for learning achievement between the two groups were found. This can be interpreted that using the computer program EXCEL as a teaching and learning material had a positive effect.
Through interviewing and observing 3 students, EXCEL was found to be more useful when it is used for understanding the properties of the graphs according to a function and understanding the relations among a table, a formula and a graph than when it is used for algorithm for solving the simultaneous equation. After the exper<iment, more than half of students in the experimental group expressed positive opinion about using EXCEL.
In using EXCEL in the computer room, many things have to be prepared, but the method of using EXCEL as a tool can be useful with the traditional teaching method.
As a result of this experiment, several recommendations about developing teaching-learning method using computers are suggested.
First, the environment has to be changed. In a large class every student cannot pay attention to the learning. The capacity of computers is not efficient. So under this environment mathematics cannot be taught efficiently
Second, the more studies about using EXCEL efficiently not only for the teaching of simultaneous equation but also for the teaching of quadratic equation and series are needed.
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