The purpose of this study was to examine the effects of three teaching models on the effectiveness of learning the surface area of composite solids in elementary school settings: the Google SketchUp assisted instructional model with push-and-pull function, the Google SketchUp assisted instructional model without push-and-pull function, and the traditional instructional model. This is an empirical study, utilizing a nonequivalent pretest-posttest control group design. Participants were recruited from an elementary school in Tainan city, including three classes with a total of 84 fifth-graders. Each class was randomly assigned one of the three teaching models. After a three-week teaching experiment, all the participants completed a posttest on the surface area of composite solids. The results showed that students who received the “Google SketchUp assisted instructional model with push-and-pull function” performed better than students who received the “Google SketchUp assisted instructional model without push-and-pull function” and students who received the “traditional instructional model”. However, no significant difference was found in learning effectiveness between the “Google SketchUp assisted instructional model without push-and-pull function” and the “traditional instructional model”. The findings indicated that integrating information technology into mathematics education would only be effective when the tools are comprehensively implemented; otherwise, it would not significantly differ from the result of employing traditional classroom teaching strategies.
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Integrating 3D Visualization Tools into Teaching Surface Area in Elementary School Classrooms: An Example of Google SketchUp
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