In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasiexperimental design employing Polya's approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation.
This study describes the development of a questionnaire to evaluate how teachers perceive technology-integrated math instruction. Following an AMA (Activate Mind Attention) training course, we surveyed 322 teachers to understand their views on the implantation of AMA in the classroom. We also analyzed differences in viewpoints between teachers from Xinjiang and those from Taiwan. This questionnaire could be used in other studies on technology-integrated training for math teachers and also provide a basis for improving AMA design workshops, thereby enhancing the ability of teachers to implement AMA effectively.
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