A teacher try to improve mathematical class discussion by action research:as an example of the first grade

• Main Author: 楊雅心
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/26772208945676140385

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 98 === The main purpose of this study was to explore the problems that what an elementary school teacher encountered when she used instructional strategies to improve students’ classroom discussion in the first grade. In fostering a culture of the process to mathematics classroom discussion, the difficulties faced by researcher was "social norms" and "socialmathmatics norms" .In the beginning of social norms, The researcher hoped that students develop norns , including “to raise hands before speaking,and not to interrupt others’ speech.” “to ask questions when having trouble in listening or looking.” “be quite in the class and be absorbed in listening carefully.” “to face to everyone when talking and will to speak to everyone.” “to speak loudly,let all classmates can hear the voice.” “have the courage to come forward to express or present ideas .” “ to respect and tolerance for the wrong solution.” “How to express clearly?” Waiting for social norms above gradually stabilized, then the researcher continued to promote "willing to abide by rotation," "willing to assist in the ability of poor students" "be cooperate ." About socialmathmatics norms , in the initial establishment period, the researcher tried to enable "students expressd clearly and used mathematical language", the researcher repeated to use a number of strategies to achieve this goal. Due to the limited vocabulary of students, researcher still " scaffold students’ discussion" and" enhance the discussion within the group ", the final period of persistent efforts, the researcher focused on" to guide students to discover the difference and effective of mathematical problem solving. " to improve the quality of the discussion. The researcher tried to use viable strategies in the implementation process, including "science, "social" and "psychological" ones . The researcher guided students to share knowledge from different perspective and created to foster class discussion of mathematical class culture. In this study ,the researcher also found that professional math teacher have to participate in classroom discussions to play an indispensable role to understand the students’ past experience, problem-solving styles and misconceptions in order to make appropriate arrangements for curriculum. It’s the crucial moment to guide class discussions .