The Case Study of 5th Grade Students on the View of Effective Mathematics Teaching

• Main Authors: Tsai, Chang-you, 蔡昌佑
• Other Authors: 李源順
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/13914370496525021830

碩士 === 臺北市立大學 === 數學系數學教育碩士班 === 103 === This research presents the view of effective mathematics teaching of elementary students in the 5th Grade, who divided into high, medium and low achieving. The thesis is based on the interpretive method of mathematics, choosing three students within the class, and asking them about their opinions of effective teaching. The conclusion of this study could be summarized as the following: In particular contexts, the high achieving student considers that learning motivation, interest to learning and exchange ideas with other classmates are effective teaching; the medium achievement student’s view is correctness of mathematical concepts; the low achieving student thinks of effective teaching is the meaning and the reasons of mathematics. Furthermore, only in non-particular contexts, high achieving student thinks the interpretation of mathematic concepts is effective teaching, and the low achieving student’s view is teaching situation. medium achievement student does not have any comment only in international context. All the students consider the concept of mathematics, exchange ideas with classmates, learning from mistakes and teaching situation are effective teachings. For high achieving student, the way teacher teaches and asking student questions are not the methods of effective teaching. For medium achievement student, it is unnecessary to preview the lesson before the class and review it after the class. In addition, the low achievement student could not get the purpose of lesson from competitive and challenge teaching methods.