國小六年級教師發展學生數學推理規範歷程之行動研究

• Main Author: 彭淑芬
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/84617361631464041427

碩士 === 國立新竹教育大學 === 數理教育研究所數學教育教學碩士班 === 102 === This action research aims at investigating ways to develop students' mathematical reasoning norms with course of action in classroom discussions. A number of issues, e.g. strategies to construct students' mathematical reasoning norms in action, difficulties encountered and possible solutions, and further improvements and corresponding impacts, were surveyed in this study. Diversified strategies, e.g. guiding students to think via questioning, helping students clarify thinking via utilization of figures or icons, encouraging students to express their views, paying attention on the problems raised by students, asking students to explain their problem-solving strategies and reasons, asking students to solve problems with what they have learned, and reminding students to make use of existent norms, were utilized to form the following math reasoning norms, namely 1. a more precise problem solving model can be formed by means of using figures or icons as tools, 2. students seek new math relation from existent norms, 3. students find ways to solve unknown problems by existent knowledge, 4. students can be trained to debate, 5. students can deduct and prove math appropriateness via known math rules. This study concluded that it is useful to enhance students’ math studies via helping them develop math reasoning norms, which accordingly bring the following impacts, namely 1. students can clarify their thinking of math questions by themselves via utilization of figures or icons, 2. students are able to solve problems in diversified ways instead of certain confined modes, 3. students can solve problems by known knowledge, 4. Students realize that rational math stand points are the best defense for debating others, 5. students are able to learn independently. Research results also indicate that development of math reasoning norm under the environment of classroom discussion can not only benefit students but also enhance professional teaching techniques of teachers.