| Summary: | 碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 93 === In the present study, the procedure of action research, difficulties and solutions of practicing actions was described for fifth grade students’ fraction teaching; and further, the factors of affected teachers changing their teaching strategies and the procedure of self reflections were also studied.
The researching field was the researcher’s class. Teaching contents included five parts of fraction in N version which included equivalent fraction, comparing fractions, the number line model of fraction, an integer multiplied by a fraction and a fraction multiplied by an integer. Three levels of teaching actions and reflections were shown in the study, (1) the action and reflection before teaching, (2) practicing at teaching scene, (3) reflecting on fraction conception and teaching process after teaching.
Action strategies for the study included analyzing teaching materials, recording teaching process by video, interviewing students, quizzing before and after teaching, criticizing students’ mathematical journals, observing at teaching scene and reflecting notes. Effect of the researcher discusses with a partner who probes for the researcher and joins seminars of mathematical professional team were investigated.
For the five parts of fraction teaching materials, concrete interpretations and strategies of teaching treatment were addressed and action strategies for teaching were also described.
Finally, the conclusions and suggestions were brought up on fraction teaching, teachers’ teaching actions and future studies.
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