| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 89 === This study aims to analyze the process of which a mathematic expert who holds the concepts of constructive teaching helped a new-formed class of fifth graders to form their group communication culture. Ethnographic researching method was adopted and the data was gathered by one-semester observation, interviews and questionnaires in order to reveal the actual development of communication culture in the class and the management the expert applied.
It is found that the teacher used different strategies according to students’ development to promote the formation of group communication culture in class. The key-point of teaching is firstly to establish students’ sense of safety and to encourage their presentation. Then, it was shifted to improve the social interaction in peers, to develop students’ abilities in questioning and verifying. Finally, by means of focusing on the mathematic discussions, students’ scientific knowledge was enhanced.
The observation shows that in the beginning, the members in this class were unfamiliar to each other; there was no agreement on the interaction between the teacher and the students; most students lacked confidence in sharing thoughts and participated passively; the discussion deviated the theme of mathematics. After the teacher’s management of communication culture gradually became stable, most of the students could participate in discussion actively, could question and give suggestions to each other, could make use of mathematic language to communicate and discuss penetratingly with others, and could clarify mathematic concepts through discussions.
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