A Pilot Study on Mathematical Creative Analogy Activities with Networked Peer Assessment

Author: Yung-Chih Hsu(Department of Applied Mathematics, N.C.T.U), Chin-Chung Tsai(Center for Teacher Education & Institute of Education, N.C.T.U), Ming-Jang Chen(Center of General Education, N.C.T.U)

Vol.&No.：Vol. 47, No.1
Date：April 2002
Pages：1-14
DOI：10.6300/JNTNU.2002.47(1).01

Abstract：

This study was inspired by the ideas of creative analogy in mathematics and peer assessment. This study further designed a web-based environment to implement the ideas, where students could express their creative analogy thoughts in mathematics and process peer assessment. The subjects involved in this study included two classes (thirty-six for each) in a junior high school in Hsinchu. A class was assigned into an experimental group, which received four-time research treatments (i.e., mathematical creative analogy activities) within a month, while another class was assigned into a control group. The research findings derived from this study indicated that: 1. Peers' assessment scores on these activities were not necessarily related to the experts' evaluations, possibly due to the immaturity of student knowledge development, or the complexity of inter-relationships among peers. 2. Students in the experimental group had higher achievement scores on the higher-order levels of knowledge (e.g., application and analysis), which indicating that students may construct knowledge structures through higher-order cognitive operations in the processes of mathematical creative analogy activities and peer assessment..

Keywords：mathematics education, analogy, creativity, peer assessment, networked learning

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