| Summary: | 碩士 === 國立新竹師範學院 === 數理教育研究所 === 89 === Abstract
The purpose of this study was designed to investigate six fourth-grade children’s mathematical communication through the use of portfolio assessment. The main questions were: (1) How were six children’s mathematical communication performed on the mathematical journal through the use of portfolio assessment? (2) How were six children’s mathematical communication performed on the classroom teaching through the use of portfolio assessment? To answer the two questions, the six children’s interactions with others in the classroom through observations and children’s journals were collected.
There were five main findings: (1) High-achievement children were able to interpret what they thought when they were asked to explain what they wrote, while low-achievement children only read them with literal. (2) High-achievement children were able to clarify their own thought when someone questioned their solutions, while low-achievement children were not. (3) High-achievement children were able to defense against opinions or ideas, while low-achievement children were not. (4) High-achievement children were able to address questions in accordance with others’ solutions, while low-achievement children were not. (5) The degree of concentration in the classroom influenced the children’s performance of mathematical communication.
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