| Summary: | 碩士 === 臺北市立教育大學 === 數學資訊教育學系數學資訊教育教學碩士學位 === 97 === In order to understand and facilitate student learning, it is necessary to study and observe teachers in their teaching practices. The purpose of this research is to understand mathematics teaching practices of fourth-grade teachers at the elementary school of Taipei county. The research approach is based on method of TIMSS 1999 Video Study, carrying two-stage stratified cluster sampling, shooting video, and filming for digital video, coding and analysis on the teaching practices of fourth-grade teachers. In addition, with the evaluation structure of NAEP, the research made use of the Coding Video Data II: Specialists to design a coding structure suitable for observing and evaluating mathematics teachers in their teaching practices. According to the results of this research, the most recurring theme in the fourth grade mathematics classrooms is that of “quantity”; problems discussed are usually low complexity; the relationships among problems are repetitive. When non-problem segments and solving of problem segments, the teachers often use “Stating Concepts” to explain the concepts or solve problems; when giving problem segments, teachers frequently draw on “Using Procedures”. During lectures, the occurrence of reasoning incidents is greater than the occurrence of communication incidents; the most frequently used representations are Spoken Symbols and Written Symbols; teachers liked to link the real-word situations to make a connection. Practicing new materials takes up the most classroom time; summarizing newly learned materials takes the least classroom time. Most teachers actively interact with students during classes; during group work the teachers will walk around the classroom and provide assistance to the students, and all students will participate in group discussions; the teacher usually does one’s thing else while students are practicing.
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