| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 102 === The purpose of the research is to examine the change of how inquiry teaching affected on both teacher and students in mathematics courses for elementary students. The research studied 41 fifth-graders in a class who participated in "geometric figure and space" and " amount and real measure " programs that developed in three operation cycles as an action research. Furthermore, the study qualitativily analyzed data collected in various ways including interviewing, teaching observations, videotapes, worksheets, and researcher's notes, in order to bring out researcher's teaching design, teaching process, students' performance in learning, and researcher's reflection.
The result shows that teachers can develop math questions with simple ideas and frameworks, and then they can increase the difficulty of questions with easy-hard steps or with reverse thinking sequence. Inquiry teaching allowed students to operate specifically and helped students to solve problems in life-situations, inducing students’ motivation to investigate. Moreover, by group discussing and cooperating in inquiry teaching, students can improve the abilities of problem-solving and giving statements, which correcting their learning style into a more positive one. With the application of inquiry teaching, teachers can be more aware of the consistency of material knowledge, and can adjust teaching steps or methods flexibly if required. As for the teachers, through discussion with specialists and co-workers, they can verify her ability in teaching.
The result suggests that before the researcher who is willing to adopt inquiry teaching, teacher should first create a classroom full of discussing interest. After inquiry teaching, teacher can give students extensive inquiry tasks to trigger students’ motivation to solve problems spontaneously. In addition, the researcher can also use inquiry teaching in other programs so teacher can make students get used to investigate initiatively.
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