The Study of Problem Posing Teaching Activities In The Fifth-Grade Math Class:Case of Time Units Multiplication and Division

• Main Authors: Wei-Ya, Chen, 陳薇雅
• Other Authors: Tian-Wei, Sheu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/65446332492151776214

碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 98 === The main purpose of this study is to understand how problem-posing applies to the real classroom teaching. There are four research objectives：1) Design and implement problem-posing instruction on decimals. 2) Analyze the type of problems posed by children. 3)Display categories of misconceptions exhibited when children did problem posing. 4) Present what the teacher has learned and rewarded from the whole research process. Theproblem-posing teaching method were in three phases : 1)posing problem collectively; 2)posing problem in small group；3) posing problem individually. The stages for instructions incorporate problem-posing activities, discussion and debate, problem-solving activities. In this study, the type of problem posing chosen for instruction are “ similar problem”, “equational problem”, and “diagramming problem ” which is adapted from Shuk-kwan S. Leung, Ph.D. During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, self-introspecting, asking students to keep diaries, and final questionnaire of affective domain. Conclusion of research is as follows: 1. When designing of the problem posing strategy, the teacher not only has to change the mind from a teacher-oriented one to a more student-oriented set, but also control the timing of introducing the critical questions related to the main points. 2. The implementation of fifth grade problem-posing instruction on decimals is feasible. Most students’ contain of problem-posing is sufficient information. They could change the number and content of the question but few revised the structure of the question. 3. The cooperative problem-posing is to create a team learning environment, and the advantage of individual problem-posing is to stimulate individual creative thinking.Students can detect and correct the misconceptions in class discussions. 4. According to the final questionnaire, the integration of problem-posing instruction has increased students’ interests and motivation in studying mathematics.