| Summary: | 碩士 === 國立嘉義師範學院 === 國民教育研究所 === 86 === The purpose of this study was to investigate the effects of the mathematical writing on algorithm understanding and problem solving in the elementary school mathematics classroom. Also, this study analyzed students'' mathematical writing data and explored alternative thinking in mathematics. The experiment was a pretest- posttest nonequivalent-groups design. The research subjects were 182 fifth graders from 6 elementary schools. They were randomly assigned into three different treatment groups for 13 weeks'' experiment. The Mathematics Learning Handbook designed by the researcher was organized as an instrument of mathematics journal writing. The students'' algorithm understanding scores and problem solving scores were used to examine the treatment effects. The mathematical writing and interview protocol also be analyzed. Beside, the feedback from teachers and students of mathematical writing were examined. The results were as follows: 1.There is no significant effects on the improvement of algorithm understanding ability among three treatment groups. 2.The middle-ability students have significant better effects than the low-ability students on problem solving ability among the group adopting group-discussion and writing tasks. 3.Most students concentrated their writing on the degree of material difficulty, key point of solving computation problem, and the mathematical puzzle. 4.Protocol of students Interview showed that prescribed rule rote,rather than conceptual understanding, was stressed on the teaching of computational algorithm. 5.Elementary school teachers and children think that mathematical writing was helpful for mathematics learning. Furthermore, the implications for curriculum, teaching and further research were proposed.
|
|---|
