The Effects on Lesson Practices of Students' Aesthetic Appreciation as Mathematical Value in Mathematics Education
2018 Volume 59 Issue 3-4 Pages 41-52
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2018 Volume 59 Issue 3-4 Pages 41-52
The purpose of this paper is to propose teaching methods which bring aesthetic appreciation and knowledge for 5th grade students in the figure domain together and try to form their concepts of figures and to clarify learning effects. Judging from analyses and considerations of the pretest, lesson practices, the test of figures, and the posttest, we found the following. (1) According to the pretest of aesthetic appreciation, there was no difference between the experimental group and the control group. (2)As results of respective learning reflection, it was meaningful for 5th grade students to take individual guidance, description of students' opinions, getting students' ideas of the group activities, and drawing figures in shape very seriously. (3)By comparing respective results of the pretest and the posttest of the experimental group and the control group, for students' aesthetic appreciation, lesson practices of the experimental group were effective, lesson practices of the control group weren't effective.(4) According to comparison of results of the posttest between the experimental group and the control group, lesson practices of the experimental group were more effective than the control group. (5)By comparing results of the figure test of the experimental group and the control group, it was effective to attach great importance to individual guidance, description of students' opinions, getting students' ideas of the group activities, and drawing figures. (6)For correlation between results of aesthetic appreciation and results of the test of figures, the experimental group was correlative and the control group wasn't correlative. Therefore it was effective to bring aesthetic appreciation and knowledge for 5th grade students in the figure domain together and try to form their concepts of figures.
