| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 107 === This study is a portfolio record of the process about the class group division
teaching from a junior high school mathematics teacher. It explores the difficulties
encountered by low-achieving students as well as the corresponding teaching
strategies, and addresses the influence on their mathematical learning motivation and
achievement during the class group division teaching.
The research subjects are 22 mathematics low achievement students in the researcher's teaching school. They are from three tutors including another two mathematics teachers of the same grade. Student mathematics scores are ranked from high to low, and the low achievement group comes from the lower quarter of the whole samples. A one-year, one-class-per-week, and two-stages action research from the seventh to eighth semester is conducted. Data collection and analysis are mainly based on quantitative data, supported with qualitative data. The quantitative data include a mathematics learning motivation questionaire and the student mathematics sectional examinations, while the qualitative data include student work sheets, teacher reflective diary, and semi-structured interview record. The results of the analysis also present evidence from quantitative and qualitative data to provide a detailed explanation of the research questions in this study.
Three major research findings show that:
1. Under the class group division teaching, teachers can design classroom activities
through different teaching strategies, which can help both teaching and learning for
students.
2. The class group division teaching can enhance the mathematics learning
motivation of low-achieving students.
3. The class group division teaching can improve the mathematics learning
achievements of low-achieving students.
According to the results of the study, suggestions are made for school administration, parents of students, the class group division teaching, low-achieving students' teaching and future research, and references are given to teachers and researchers who want to conduct the class group division teaching.
Keywords: Class group division teaching, Low-achieving students, Mathematics learning motivation, Mathematics learning achievement.
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