An Action Research on Integrating Polya Problem Solving Strategies into Math Teaching at Eighth-grade level

• Main Authors: Wan-Hsiu Lai, 賴宛秀
• Other Authors: Yu-Chang Hsu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/49892828046202061330

碩士 === 國立臺灣海洋大學 === 教育研究所 === 98 === The purpose of this research is based on action research to explore how Polya problem-solving strategies are applied to the math teaching for eighth graders. There are 34 pupils with eighth-grade level in a class involved in this research in a junior high school in Keelung . The experimental pedagogy was conducted for 5 curricular units every week and 70 curricular units for 14 weeks in total. The data collections during this experimental pedagogy are as follows : the researcher’s reflective notes, the collaborative teacher’s observation record sheets, the math worksheets, the questionnaires of mathematical problem-solving habits, the feedback questionnaires about cyclic teaching, the interviews transcription, and the feedback questionnaires about Polya problem-solving strategies. After generalizing, analyzing and comparing the original data, the research results have been acquired as follows: First, more than half of the students feel that Polya’s problem-solving strategies are the most beneficial for them at the stage of understanding problems, and the devising plans are the lest beneficial. Second, there are 94% of the students can accept this teaching method. Third, most students make obvious progress at the stage of understanding problems after Polya problem-solving teaching. Even though unobvious progress students at the stage of planning ,carrying out and looking back have been improved to be more eleboated. Finally, the researcher acquires the professional growth at three aspects: teaching activities design, teaching abilities, and researching abilities. Keyword: Polya problem-solving strategies, math teaching, and action research