CHUANG,CHI JU
Graduate Institute of Educational Information and Measurement, National Taichung University of Education Student
E-mail：sunshine780219@gmail.com
SHIH,SHU CHUAN
Graduate Institute of Educational Information and Measurement, National Taichung University of Education Professor
E-mail：ssc@mail.ntcu.edu.tw
Abstract
This study investigated the effects of integrating self-regulated learning strategies into technology-assisted mathematical conjecturing instruction on fifth-grade students’ learning performance in the area unit. A quasi- experimental design was adopted to compare two instructional approaches: technology-assisted mathematical conjecturing instruction with self-regulated learning strategies and technology-assisted mathematical conjecturing instruction alone. The study was conducted through the Ministry of Education’s Adaptive Learning Platform and an online mathematical conjecturing tool. Data were collected through an achievement test, a mathematical reasoning test, a mathematics learning attitudes scale, and a system feedback questionnaire. The findings are expected to provide a reference for future mathematics instruction and digital learning platform design.
Keywords：self-regulated learning, technology-assisted instruction, mathematical conjecturing instruction, athematical reasoning, area unit