一位六年級教師實踐等量公理解代數問題教學之行動研究

• Main Author: 何曉雯
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/56399932175658141375

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 100 === This study described a teacher’s teaching process on sixth-grade the use of equality axiom in solving algebra questions. The researcher discussed the dilemma the teacher encountered in practice and its solutions. The study also examined the factors affecting the changes of teaching strategies and the teacher’s self-reflections. The researching field was the researcher’s class. The participants included the researcher and the 34 students in the class. The researcher, as the instructor, also attended “mathematical professional team” to discuss the use of equality axiom in solving algebra questions. The whole teaching design included four parts: listing the fill-in the blank questions according to the meaning of the question, listing algebra expressions, significance of equality axiom and solving questions by applying equality axiom. During the process of the research, the researcher designed teaching materials and activities, revised the activity strategies through the analysis of records of question-solving records from students, and the conversations between the teacher and students, writing the reflection diary, discussing it with students, and exchanging opinions with other teachers. Besides, the researcher also attended “inter-school teachers mathematic professional development team”, and through class observations and seminars, the researcher had a more precise grasp of the teaching and a better understanding of students’ learning difficulties. The research showed that grade-six students’ difficulties in learning the use of equality axiom in solving algebra questions are :（1）tending to list the numbers in a Formula Fill-in the blank questions according to the sequence of their appearance,（2）concept of algebraic expression representing quantity is weak,（3） the balance and the equality are unable to link,（4） wrong record form of equality axiom,（5）easy to make errors when applying equality axiom in “add–multiplication’’ and “add –Division’’ questions . Teacher’s strategies for dealing with the problems are as follows: （1） Changing problem situation,（2）Whole class discussion,（3）Linking by the concrete operations and the equality,（4）Revises student's record form from the balanced concept,（5）Returning the order of operations. Finally, this research made some suggestions for future teaching and researches. First, teachers must understand the importance of Fill-in the blank questions. While using equality axiom , returning the order of operations can help students solve problems successfully. In future research, we can debate fill-in the blank problems whether to affect the student to study the algebra or sixth-grade ability to solve “subtrahend-unknown”, “ divisor-unknown” problems.