| Summary: | 碩士 === 明道大學 === 教學藝術研究所 === 96 === This research was to discuss the difficulties and solutions while applying the realisticcontext mathematical instruction to the third graders, as well as explored its effects on students’ learning attitude while being taught. The researcher observed and interviewed thesix samples selected purposefully from the researcher’s class. Samples were divided into threegroups according to their mathematical performance (i.e. high, medium, and lowmathematical achievement), where each group had two students. Data was collected fromthe researcher’s teaching diary, video taping in mathematic class, and students’ learningrecord sheet and feedback sheet, associated with the interviews. After analyzing andgeneralizing the data, conclusions were proposed as followings:
1. While being taught by the realistic context mathematical instruction, the interactions
among peers effectively assisted students with low performance to form theirmathematical concept. During the instructional processes, the strategy of building up class rules did improve students’ participations in class activities. Besides, the use of instant reinforcement became the best encouragement for raising students’ confidence in
learning mathematics.
2. The realistic context mathematical instruction had positive influences on students’
learning attitude towards mathematics. The positive effects produced from being taught
in this instruction included: students’ active participations, the raise of students’ learning
interests in mathematics, and their confidence in learning mathematics. These effects were more obviously shown on the four students with low and medium performance.
Further, this study povided concrete suggestions to elementary mathematics teachers with the application of applying the realist context mathematical instruction, as well as possiblerecommendations for future researches.
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