在非正規課堂中發展四年級低成就學生數學推理規範之行動研究
碩士 === 國立新竹教育大學 === 數理研究所(數學組) === 104 === Abstract This action research aims at investigating ways to develop fourth-grade low-achieving students’ mathematical reasoning norms with course of action in class discussions. A number of issues, e.g. strategies to construct low-achieving students’ mathem...
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ndltd-TW-104NHCT54750042017-02-19T04:31:20Z http://ndltd.ncl.edu.tw/handle/33495126648229379855 在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 楊秋燕 碩士 國立新竹教育大學 數理研究所(數學組) 104 Abstract This action research aims at investigating ways to develop fourth-grade low-achieving students’ mathematical reasoning norms with course of action in class discussions. A number of issues, e.g. strategies to construct low-achieving students’ mathematical reasoning norms in action, difficulties encountered and possible solutions, and further improvements and corresponding impacts, were explored in this study. Researchers from the case of the reaction of student learning, her teaching experience and the literature, discuss the difficulties encountered and try to execute a viable strategy. Difficulties with classroom discussion of the development of students' mathematical reasoning standardized way , the researchers will face include : 1) How to establish their proprietary culture with low- achieving students have no experience in classroom discussions , 2) How to organize in line with low-achieving students to develop mathematical social norms in mathematical discussion activities. In the action research, the teacher applied some strategies to form the following mathematical reasoning norms: 1) By using the versatile representation to solve the mathematical problems or explain solving, 2) With an existing and known mathematical knowledge as a basis to solve problem, 3) Discovery and the search for mathematical relation, 4) To support or refute the rationality of reasoning 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: 1)Enhance mathematical reasoning abilities, 2)Enhance learning autonomy,3)Peer scaffolding promotes students learning,4)Through images, symbols and link between abstract sense and characterization help to understand abstract concepts. 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. 蔡文煥 林碧珍 2016 學位論文 ; thesis 147 zh-TW |
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碩士 === 國立新竹教育大學 === 數理研究所(數學組) === 104 === Abstract
This action research aims at investigating ways to develop fourth-grade low-achieving students’ mathematical reasoning norms with course of action in class discussions. A number of issues, e.g. strategies to construct low-achieving students’ mathematical reasoning norms in action, difficulties encountered and possible solutions, and further improvements and corresponding impacts, were explored in this study. Researchers from the case of the reaction of student learning, her teaching experience and the literature, discuss the difficulties encountered and try to execute a viable strategy. Difficulties with classroom discussion of the development of students' mathematical reasoning standardized way , the researchers will face include : 1) How to establish their proprietary culture with low- achieving students have no experience in classroom discussions , 2) How to organize in line with low-achieving students to develop mathematical social norms in mathematical discussion activities.
In the action research, the teacher applied some strategies to form the following mathematical reasoning norms: 1) By using the versatile representation to solve the mathematical problems or explain solving, 2) With an existing and known mathematical knowledge as a basis to solve problem, 3) Discovery and the search for mathematical relation, 4) To support or refute the rationality of reasoning
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: 1)Enhance mathematical reasoning abilities, 2)Enhance learning autonomy,3)Peer scaffolding promotes students learning,4)Through images, symbols and link between abstract sense and characterization help to understand abstract concepts. 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.
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蔡文煥 楊秋燕 |
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楊秋燕 |
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楊秋燕 在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
author_sort |
楊秋燕 |
title |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
title_short |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
title_full |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
title_fullStr |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
title_full_unstemmed |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
title_sort |
在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 |
publishDate |
2016 |
url |
http://ndltd.ncl.edu.tw/handle/33495126648229379855 |
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