| Summary: | 碩士 === 國立新竹教育大學 === 數理研究所(數學組) === 92 === The Knowledge of Fractions of a Fifth-Grade Teacher in the Mathematical Professional Team
Abstract
This research inquired a fifth-grade teacher’s knowledge of fractions . The study gathered the data through participating in mathematical professional team’s discussion meetings, obsering classrooms, reading teacher’s mathematical journals, and interviewing. Results revealed as follows: In terms of knowledge of fractions, the teacher was able to analyze teaching materials from a mathematical perspective and has knowledge of the teaching. Furthermore, the teacher had the ability to adapt lesson plans into students’ development. In addition, attending the mathematical professional team and pursuing further education can help the teacher fit her teaching to the students’ development. In regards to the teachers understanding of the students’ knowledge of fractions, the teacher can recognize students’ difficulties, and understand the type of problem solving from a multi-perspective approach, and further understand every type of problem solving. With respect to the teacher’s knowledge of fraction teaching material, the teacher emphasized on students. Questioning was the primary strategy for stimulating and fostering students’ abilities. The teacher used the questions to guide students’ conceptions of fractions. As students had problems, the teacher actively gave them assists. Lastly, the teacher encountered a problem, she seeked assistance from the mathematical professional team.
Key Words: mathematical professional team, teacher’s knowledge of fractions
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