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

• Main Author: 楊秋燕
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/33495126648229379855

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.