An action research of a teacher on practicing fifth-grade decimal teaching

• Main Author: 張淑萍
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/55207412528892682285

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 95 === In the present study, the procedure of action research, difficulties and solutions of practicing teaching were described for fifth-grade decimal teaching; and further, the factors affecting teachers to change their teaching strategies and the procedure of self reflections were also studied. The researching field was the 5A class in the researcher’s school, and the researcher taught the decimal unit in this class as an non-tutor. Teaching contents include five parts of decimal unit in E version(the 94th academic year) which include ‘integral multiple of decimal’, ‘decimal multiple of integer’, ‘the number line model of decimal、 decimal conversion、 reinforce the concept linking fraction and decimal’, ‘integer and decimal divided by integer and the quotient is integer’, ‘the interchange of fraction and decimal’. Three aspects of teaching actions and reflections were shown in the study: (1) the action and reflection before teaching, (2) practicing at teaching scene, (3) the reflection after teaching . Action strategies for the study include analyzing teaching materials, collecting and analyzing the quiz result before and after teaching, interviewing students, analyzing students’ mathematical journals, interviewing the class observer, and researcher’s reflecting notes. Furthermore, the researcher also joined a grow up team of cross-school teachers about mathematical specialty. This participation strengthened the researcher’s ability to handle decimal teaching, and it was also the important source of action strategies for the study. For the five parts of decimal teaching materials, concrete strategies of teaching treatment were addressed and practical action strategies for teaching were also described. Finally, the conclusions and suggestions were brought up on decimal teaching, teachers’ teaching actions and future studies.