A research on developing mathematic activities in the flexible courses of the lever of classroom

• Main Authors: Wan-yu Chang, 張宛瑜
• Other Authors: Jing Chung
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/71331292203117976610

碩士 === 國立台北師範學院 === 數理教育研究所 === 89 === This research addressed the development of math activities in the flexible courses of the primary school level of classroom. The considerations of math activity include its design, practice, positions, characters and effects. Hopefully, the advices that addressed through the classroom teaching research could be some good points to learn from. For this reason, the researcher and two other teachers adopted the cooperative action research methods in a fourth grade class. We designed and practiced nine math activities in half year and observed the class as well. The result shows that there were some difficulties on the design of the math activities when we planed the activities. However, difficulties can still be solved by finding topics in math coerces, discussing students’ experiences and learning process, adapting daily life context and group cooperative designs. In the initial stage, the difficulties were caused by the teachers and students are not familiar. We went through the process of testing, correcting and adjusting. In this research, we adopted the crafts made by both teacher and students, created the chances for the students to explain and adjusted the practical math activities based on students’ reactions. The math activity in this research is an integrated teaching an extending and life-applied teaching as well. Math activities contain six characters. Consideration in students’ recognition and experience, teaching by using activities, the use of the context, the application of the real situation, the combination with school visions and the competence indicators. On the students’ aspect, the math activities provide chances to them to experience math in their life and increases the interactions between teacher and students. On the teachers’ aspect, the math activities let teachers consider students’ opinions and use the real life situation into math teaching. Although math activities were put into practice in the flexible courses, the idea could still be used in normal math teaching classes. Students might learn from their familiar real-life situation, deeply experience the relationships between math and life, and apply them into their life. Further more, we took the method of teamwork, which improve the interchange and interaction between teachers. To sum up, we address some advices on the connections between math activities and real-life situation, flexible use of time and promoting the professional quality of teachers. Hopefully the math teaching methods could make its progress continually.