The Primary Fourth- Grade Students’ Mathematical Learning in the Learning community of Mathematical inquiry

• Main Author: 林文川
• Other Authors: Wen-Huan Tsai
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/84316331812761871966

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 94 === This study coordinated psychology and sociocultural theory to explore what students’ mathematical learning in the interactive processes of teacher- students or students- students. Adopted the qualitative methods and based on the interpretive framework for analyzing individual and collective activity at the classroom level advanced by Cobb & Yackel（1996）, This study investigated what the students’ mathematical learning emerging in the social norms and sociomathematical norms of the learning community of mathematical inquiry generated by the culture of classroom discussion, and what were classroom mathematics practices in a fourth grade mathematics classroom . This study found that（a）there were eleven social norms and six sociomathematical norms generated by members of the learning community of mathematical inquiry. Further, those norms promoted the students’ mathematical learning.（b） Social norms became the fundamental norms of sociomathematical norms, and boosted sociomathematical norms produced in the learning community of mathematical inquiry. （c）Sociomathematical norms supported students to discuss mathematical contents with mathematical meanings.（d）there were three kinds of taken- as- shared mathematical knowledge, and two kinds of using tools in the legitimate ways of reasoning of the classroom mathematics practices emerging each others.