The Study of the Problem Developing Applies to Elementary School Students of Grade Two by Case Study

• Main Authors: Hsies, Ching-Ling, 謝淨鈴
• Other Authors: Ma, Hsiu-Lan
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/10940065550215595099

碩士 === 臺中師範學院 === 數學教育學系在職進修教學碩士學位班 === 92 === The Study of the Problem Developing Applies to Elementary School Students of Grade Two by Case Study Abstract The main purpose of this research is collecting students'' problem developing work in a mathematics classroom of elementary school of grade two , analyzes the students to develop the question mathematics concept and the problem solving strategy, simultaneously discusses the students'' problem development content the haracteristic and the wrong type ,and the students to the problem development idea and the manner. This research starts from the first semester in 2000 to attempt the problem developing and story writing, but the second semester in 2001 official implementation problem developing teaching activity ─ problem developing task, and uses mathematics problem which develops to carry on the problem solving, for a time semester. In research period, the researcher penetrates the classroom observation, interviews, the document collection, the questionnaire survey and so on the diverse way comes delve the collection material; And aims at students'' problem developing to study the single content analysis and the statistical analysis. The findings discovered that, students'' regarding life in person,the matter and the thing theme with are most, on the task paper has personal relational with the students'' experience of life, or in family person, the matter and the thing correlation situation appears frequently; Students'' multiplication cognition structure belongs to in "intensive measure * extensive measure = extensive measure", also is "isomorphism of measure” in the question type of the equal group; Students'' assignment method are distributing by multiples or dealing, until fairly scores points. They had 1/2 preliminary concept; The student uses the length concept cognition studies the development is to use "the direct comparison" and "the universal unit comparison" carries on the estimation. The student develops mathematics question often to appear the non- topic, the non-mathematics, the material insufficiency, the goal is wrong and the unreasonable narration and so on the wrong type. The student''s problem solving method, certainly does not like the adult general fine, sometimes can use "the attempt to be wrong method", realized the question involves mathematics theme significance, and tried to find out feels the related mathematics operation the way. The penetration problem solving process, the student mutually discusses examines mathematics question which the knowledge revises oneself develops, mathematics concept is clearer after mutually dialectical and the revision. The high mathematics ability group student''s development question ability surpasses mathematics ability group and the low mathematics ability group; Center mathematics ability group students''s development question ability surpasses the low mathematics ability group. the student develops mathematics question often to appear the non-topic, the non-mathematics, the material insufficiency, the goal is wrong and the unreasonable narration. Based on the findings of this study, some suggestions for problem developing instruction and further study were provided. Keyword: problem developing, problem solving, case study.