| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 99 === Nowadays, mathematics teaching over emphasizes the calculating and procedural knowledge, as well as the mathematics problems with single answer or solution. It turns out that students restrict their thinking and deviate their understanding in mathematics. Therefore, the purpose of the study was to develop some open-ended problems for teaching fraction and realize the open-ended approach, to explore how teachers guided the discussion, to observe students’ solving performance, and to make sure students’ understanding to other solving way and the effects of reflection after class.
The methodology was case study approach with purposive sampling. The subjects were fifth-graders of low, middle and high achievement, two from each with both genders. The main results were listed as follows : 1. By making good use of problem-posing and team-work could improve the learning effects and develop the multiple solving strategies of students with low and middle achievement. 2. Students of high achievement expressed their ideas of fraction in different ways, while those of low and middle achievement were restricted by the understanding of concepts and procedural knowledge. 3. Sharing and cooperating in the team improved students’ solving abilities, and helped low achievers to set up the concepts of equivalent fraction. 4. Open-ended approach raised the learning interests. Through the reflection after class students could explain and review the learning of mathematics, as well as fix the solving strategies and make the high achievers to come up with better ones!
|
|---|
