| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === This study aimed to develop an inquiry-based mathematics enrichment program with the 5E learning cycle model and investigate students' five strands of mathematics proficiency. As action research with two cycles, this study also attempted to refine the enrichment curriculum by exploring and tackling the problems encountered during the implementation of the curriculum. Participants of this study were 29 tenth graders gifted in mathematics and science with three of them as the main subjects to be observed. Data were collected from students' worksheets, students' reflection journals, the teacher's teaching journals, interview records, classroom video recording, and the interview with the collaborative teacher, which were analyzed qualitatively for the interplay of the five strands of mathematics proficiency for the three main subjects.
Findings were as follows:
1. The subject S20 with comparatively lower performance in mathematics revealed interest in mathematics and active involvement in learning, the essential traits of productive disposition, one of the five strands of mathematics proficiency. After group discussion with other gifted teammates, S20 demonstrated improvement in procedural fluency and strategic competence.
2. The subject S11 with moderate performance in mathematics displayed productive disposition not only in active involvement but also in the inclination to raise questions in class. During the independent question-solving stage, S11 presented better procedural fluency and strategic competence by tackling most of the non-routine questions from multiple perspectives. After group discussion, S11 developed even more advanced and diverse problem-solving strategies.
3. The subject S12 with more advanced performance in mathematics also possessed productive disposition as shown in active involvement and question raising in class. In the independent question-solving stage, S12 demonstrated exceptional procedural fluency and strategic competence by analyzing non-routine questions with greater difficulty from diverse perspectives. During group discussion and public presentation, S12 provided comprehensible strategies and successfully facilitated other participants. Moreover, S12 was able to integrate concepts learned previously to design delicate and challenging questions in the question-posing stage, revealing distinguished conceptual understanding, strategic competence, and adaptive reasoning.
Key words: students gifted in mathematics and science, inquiry teaching, mathematical proficiency
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