A Constructive Teaching Model in Mathematics: A Process of Handling the Resistance to Teaching Change of an Elementary School Teacher

• Main Authors: Yu-Pin Wang, 王玉品
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/90057567633026442921

碩士 === 國立屏東教育大學 === 應用數學系 === 96 === Abstract This study was an action research, which helped the researcher ascertain the factors of her resistance to teaching change. The researcher also attempted to minimize such resistance and a feasible mathematic teaching model could be constructed to help students acquire mathematic knowledge by understanding. The participants of this study were recruited from an elementary school in Pingtung, including 24 second graders and the researcher herself. Data such as teaching journals, audio-video recordings, interviews of participants and their parents, discussions with colleagues and advisors, and learning outcomes of participants were analyzed to explore the phenomenon resistance to teaching change, and to establish a practical teaching model as well. The results of this study could be summarized in three aspects stated as follows. 1. Researcher’s aspect: Regarding the limited circumstance, the researcher attempted to adjust her attitude toward teaching on the base of her teaching belief to make her more flexible in teaching. Regarding the limitation of the researcher, in the teaching process the researcher broke the paradox of low-achievement students could learn mathematics for understanding. Regarding the limitation of differences between students, the researcher tried to use different teaching strategies and skills to make sure that every student could learn mathematics more efficiently in a positive learning atmosphere. In the meantime, the researcher also attempted to give special instruction to individual, or communicate with parents to change their thought and attitude if necessary. 2. Teaching aspect: According to the concept and goals of each unit, the researcher would choose certain teaching methods and divided the whole teaching procedure into three parts, motivational stage, developmental stage, and conclusive stage. In each stage, the teaching methods would be examined in detail and modify them all the time to make sure that the teaching goals would be achieved. 3. Learners’ aspect: Participants became much more positive and active not only in math class but also in other classes. Especially in the activity of group discussion, the results showed that participants made much more efforts to understand the problems in different ways. Meanwhile, they were much more willing to solve the problems as possible as they could. For low-achievement participants, they became more positive and active in class, too. They showed higher motivation to take part in activities than before. In addition, they would not refuse to think while encountering difficulty. One more suggestion would be given to other teachers after this action research. Under a real and limited circumstance, the most important things to upgrade one’s teaching skills are to clarify what teaching belief he would take and what role he would play in the classroom. Besides, to find supports and backups from others would help teachers keep their enthusiasm about teaching, and this would let teachers know more about teaching. Moreover, it would be possible for teachers to improve their teaching skills anytime.