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This study proposes inductive discovery learning supported with computers to facilitate mathematics learning in Taiwan’s elementary education. It is hypothesized that students can learn mathematics concepts better when they are engaged in the induction process, including observing some instances of a concept, searching and testing the pattern behind those instances, and generalizing their findings with proper written words. With supports of the one-to-one technology, students can devote their thinking efforts in such an individual learning task and discover on their own. To investigate the effectiveness of inductive discovery learning, three third-grade classes were involved in the experiment. The result suggests that students have better concept retention, especially for the high and medium performance students through the learning material of inductive discovery.
Yang et al. (Mon,) studied this question.