Observing a Teacher''''s Problem Posing in a First Grade Mathematics Classroom

• Main Authors: Tao, Hui-Chao, 陶惠昭
• Other Authors: 梁淑坤
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/23612399431504725228

碩士 === 國立嘉義師範學院 === 國民教育研究所 === 86 === 　　The main purpose of this study is to observe and document Ms. Chang''''s (an elementary teacher''''s )problem posing in a first grade mathematics classroom. The investigator adopted interpretive research methods to classroom observarios and observed teaacher''''s problem-posing process, problems posed by the teacher, and children''''s learning. The result of analyses indicated that Ms. Chang takes mugh time to pose a problem adn helps children to understand the problem she poses. Ms. Chang let children solve problems not until she is sure that they understand the problem. In Ms. Chang''''s classroom, problem posing is not only a stage in problem solving, but also a stage in understanding problem . On prolbem-posing process, Ms. Chang poses problem by referring to objectives of a teaching unit; by using her professional knowledge; and, by considering the nature the classroom. Therefore, the problems posed by Ms. Chang are different from problems of the textbook. Even though they are different,they also refer to the same objectives of the teaching unit given in the textbook. The characteristics of Ms. Chang''''s problem-posing process qre three:gradual , repetitious, and having a variety. 　　Analysis according to problems posed by Ms. Chang indicated that, her problems are having a variety. She makes reference to textbook, considers children''''s experience, nature of classroom, teaching aids, and children''''s mathematics diaries. The problems she posed are appropriate to those grade one children in her class. On the other hand, the problem she poses represent her attention to mathematics content, sentence structure , context, representations, and questioning ;with content attending to instructional objectives, sentence structure that are easy to children, contexts that provoke own problem-solving strategies, representations that assist solving , and questioning techniques that guide instructions. 　　The aim of teacher''''s posing is for childrens ''''solving, and the aim of having children solve problem is to advance their learning in mathematics. Thereford, another way to analyze teacher''''s posing is oy addressing to children'''' s learning . In this calss, grade one children are successful in solving problems by own strategies, communivating own ideas, participating in a discussion, reasoning and thinking mathematically , and developing problem-sooving abilities. Apart from attaining goals related to kmowledge and skills, an important finding also inclued the fact that these chileren loves mathematics and love to think.