實行數學寫作之教學策略於高職補校數學課室之行動研究

• Main Author: 林秀霓
• Other Authors: 秦爾聰
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/17615201986916070256

碩士 === 國立彰化師範大學 === 科學教育研究所 === 92 === Action Research of Using Mathematics Writing in Math Classes of Vocational Continuation High School Shiou-Ni Lin Abstract Students of vocational continuation high school had both bad learning experiences and academics achievements when they were in junior high school. Most of them have very low motivation learning mathematics, and meanwhile they also have learned inappropriate learning attitude from that. Inappropriate learning attitude hinders them to make progress and make them enjoy no pleasure from study. This action research is about a math teacher of vocational continuation high school who use mathematics writing as an instructional strategy to improve her students’ learning attitude. The clients are one of the second-grade commerce management classes and the practice of mathematics writing started from the beginning of the first semester to the first monthly exam in the next semester. During the process, the researcher had reflected and modified it several times and finally figured out one mode which leads mathematics writing implemented in math class. Gradually, those students devoted themselves to their math learning and their attitude toward math has changed. They start to consider the real understanding during their study process to be important and care about their academic performance even more. They also suggested the researcher to continue this way of teaching. By mathematics writing, the researcher increased lots of opportunities to communicate with her students. Not only can she understand her students’ problem-solving thinking but also catch up the status of the individual learning. Therefore she could help those in need of help rapidly or give them her care and encouragement. The better interaction between the teacher and students makes the students more willing to learn. Moreover, the process of designing the writing questions helped the researcher using those life and contextual problems to arise her students’ curiosity and guide them to do mathematical thinking at the same time.