| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 99 === The study discusses the process of researcher’s action research focus on constructing sociomathematical norms by a subject mathematical teacher. Including the difficulties suffered crossing the process and the solving strategies, which guided students constructing sociomathematical norms by the teacher. Otherwise the studies also focus on the reflecting process through the mathematical discourse.
From this study, the social norms were constructed included “explain clearly one’s own solution, listen and ask questions during the discussion in the small group”, “explain clearly in the representation of the whole-class discourse” and “the writing must be understood and clear to the members of the class”, through the strategies of “to interfere and lead students’ discussion with mathematical meanings”, “to show as a model of mathematical representation, question and classification” and “to form respect and listening as a public knowledge in the class discourse”. Similar to the sociomathematical norms, constructed by the students who passed the “ART-talent examination” and become one of the “ART-talent classes” members in our school, included “explain one’s solution clearly through the base of mathematical knowledge”, “compare and classify the solutions”, “to be conscious of the mathematical meanings in the activities held in the class”, “to reorganize one’s concepts through others’ solutions” and “to infer the unknown concepts by using the concepts which have been learned”. The strategies include “using mathematical language and signals as the tool in the class discourse”, “modeling the skill of explanation, asking question, discussion and classification”, and “let students experience the advantages of clear explanations”.
Besides, the study also found that the students have got the “skill” outside the classroom can influence the practice in the mathematical discourse deeply. So teacher must be aware of the mathematical reasoning rather than manipulation of numbers.
Most of all, the analytical findings shows the common procedure of constructing sociomathematical norms such as, understanding the background of students, forming acceptable and reliable strategies by literature studies, to be a reflexive and reflective teacher and taking the daily events happened in the class to be the issues of discussion. In the study, there will be more strategies to be declared detail. Also it will show the relationships between the sociomathematical norms and the performance of mathematical learning, and we will find out the influence is a huge benefit to students’ mathematical learning.
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