Participant Observations of Two Elementary School Teachers’ Instructional Viewpoints in Fraction Division from Interpretation of Textbook

• Main Authors: CHEN, CHIA-WEI, 陳佳薇
• Other Authors: 張淑怡
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/30980661036206141124

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 102 === This study of two elementary school teachers uses the participant observation method. Through the subject teacher’s interpretation of the mathematics textbooks on fractional division, this study investigates the approach to teaching fractional division from the perspective of the students’ learning characteristics and the teaching of the teaching material. From the perspective of the students’ learning characteristics: With fifteen years of teaching experience, teacher A is familiar with the students’ prerequisite knowledge for fractional division. She believes that the problem-posing semantic structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: confusion about dividend and divisor, incorrect use of procedures, and wrong determination of the units for the remainder. Teacher B is not familiar with the students’ prerequisite knowledge and can only make assumptions. She believes that the problem-posing situational structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: wrong determination of the units for the remainder and unit conversion errors, failure to understand the problem, and calculation errors. From the perspective of the delivery of teaching material: Teacher A is able to assess the activities and problem-posing in the textbook. When she delivers the textbook’s contents, her teaching strategy involves asking the students to understand the problem semantics, to come up with the mathematical expressions, to learn the concepts through practice and small group discussion, and to lead the student to think about the significance of the numbers to check whether the answer is reasonable. She can determine how to use the textbook based on the representation form. Teacher B thinks that she cannot determine whether the concepts and layout of the textbook are correct. She believes that the layout of the textbook matches her teaching method. When she delivers the textbook’s contents, her teaching strategy involves She uses didactic teaching when delivering the contents of the textbook, employing strategies such as actual demonstration, circling of key words, and numbers simplification. She uses the textbook representations directly.