An Action Study on Integrating the Expository Writing into Mathematical Teaching for Fifth Graders to Improve the Mathematical Communication Abilities

• Main Authors: CHIU, YEN-TZU, 邱嬿滋
• Other Authors: Tzu-ta,Yiu
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/90605064553913842950

碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 104 === This is an action study which aims to discuss the integration of expository mathematical teaching on the concept of fraction for fifth graders to enhance students’ mathematical communication abilities. The researcher divided the research process into two sections and four action cycles. The subjects of this study were twenty-eight fifth graders. The data were collected and analyzed by the videos of class, the interview records of the students, the notes of teaching, students’ learning sheets, and researchers’ reflections on professional growth. The conclusions are as follows: 1. Expository mathematical writing helps students enhance their correctness and completeness of writing contents. 2. Students’ styles of mathematical writing are more various and rich. 3. After teacher’s guiding of transforming messages for two sections, high-level students can transform messages correctly. For middle-level students, they can imitate the formats of writing. However, as to the low-level students, they can only make records in order. 4.Students have positive attitudes towards mathematical writing. 5. Expository mathematical writing helps the researcher realize students’ understanding of learning the concepts of “fraction multiplication.”