Improving class discussion in third grade mathematical classroom by action research.

• Main Authors: CHEN UON HWAY, 陳永輝
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/78236589041987734264

碩士 === 國立新竹教育大學 === 數理研究所(數學組) === 92 === The main purpose of this study was to explore the problems that an elementary school teacher encounters when he uses instructional strategies to improve students’ classroom discussion. There were three questions to be answered: i. How did the teacher lead class discussions in mathematics class? ii. Searching the categories of questions that the teacher encounters as he improved classroom discussions, and the categories of the assistance that he needs. iii. Searching the appropriate mathematics discussion model. In this study the researcher found six difficulties in improving students’ classroom discussions: the schedule of progress lag behind; students’ inadequate expression ability; the parents’ effect; the teachers’ mind doesn’t adapt to the educational reform ; bad ability of the teacher guiding students’ classroom discussion; teacher’s poor problem posing ability. Teacher play an active and positive role in this study. There were several instructional strategies for teacher to improve students’ discussion. First the teacher could use following strategies to assist students’ discussion: repetition; revoking; questioning; explanation; challenge. Second teacher can ask students “why” to clarify their mathematical conception. Finally asking students to analyze and compare different methods is an excellent way to extend their mathematical thinking. Furthermore the research also found the teacher need two aids: mathematical concept knowledge and mathematical professional team.