The effects of the culture of classroom discourse on number sense performance of the second grade students in elementary

• Main Author: 陳美惠
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/49573558238211295930

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 94 === The purpose of study focuses on developing mathematical classroom discourse, it aims to explore the influence on number sense performance of the 2nd grade students. 140 students are the participants. Four classes out of the primary school in Hsinchu and Taoyuan are included. Two of them are experiment groups and the others are control groups. The study adopts the quasi- experimental research to explore different teaching methods of experiment group and control group, namely mathematical teaching with classroom discourse and general traditional teaching in mathematics in terms of difference in performance of fraction number sense. The findings reveal as follows： In general, experiment group has better performance in number sense test scores than control group. In addition, in the overall mathematics performances, in the aspect of whole scores of students with middle and low mathematics achievement, the experiment group is higher in performance than the control group which shows significant differences. Further analysis on different number sense problem-solving performance shows that the experiment group is higher in performance than the control group, which shows significant differences. In number sense of understanding the meaning of number is big or small, in the aspect of whole scores of students with middle and low mathematics achievement, the experiment group scores higher than the control group, which shows significant differences. In number sense of understanding the relationship between number and count, in the aspect of whole scores of students with high and low mathematics achievement, the experiment group scores higher than the control group, which shows significant differences. In number sense of developing different operation and counting methods, which includes mental arithmetic, compute, and understanding the reasonable result of counting, in the aspect of whole scores of students with low mathematics achievement, the experiment group scores higher than the control group, which shows significant differences. At last, the findings may respectively serve as reference for the strength of developing mathematical classroom discourse of learning environment, teaching and future researches. Key words：classroom discourse culture, number sense