| Summary: | 碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 94 === Abstract
The study was to describe a teacher’s teaching process on sixth－grade fraction. In this case were studied the dilemma of teaching and its solutions, and further, the factors affecting the teacher’s changing teaching strategies and her self-reflections were also studied.
The content of the study was the teacher’s class. Teaching contents included four units of fraction teaching in 11th and 12th of E edition mathematic material included“addition and subtraction of fractions”,
“multiplication of fractions”,“division of fractions”and “calculation of fractions”.The reflections were shown in the report from three levels of the procedue, (1)the action and reflection before teaching, (2)practicing at teaching sense, and (3) the reflection after teaching. The teacher’s action strategies included that analyzing teaching material, collecting and analyzing students’solution records, inditing reflecting notes and interviewing students. The teacher also attend “mathematical professional team”,discussing fraction teaching cases.
The teacher through teaching the four units of fraction to offer the concrete teaching processing strategy --analyzing the teaching material, collecting and analyzing students’solution records and attending “mathematical professional team”which helped for her teaching.
Finally, the conclusions and suggestions were brought up on fraction teaching, teaching actions and future studies. In the suggestion of the teaching of “fraction”:taking advantage of old experiences to help students’learning, providing to enrich and the diverse guestion condition. In the suggestion of strategy to teacher's teaching: the teaching should learn actively and looking for the group which can support teachers, and at teaching combining the student's learning reaction and need. In the suggestion of future research: move the mode extends to other mathematics concept teaching, and find out more coherent teaching path in the mode of“fraction calculation”.
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