| Summary: | 碩士 === 中原大學 === 教育研究所 === 95 === The aim of this study was to explore the current practice of integrating the strategies of discussion and team teaching in the third-grade mathematics class.The study would explore students’ learning process, understand the changes of students’ learning result and attitude, present teachers’ difficulties in teaching, and provide the documentary record of the entire project for teachers’ reference.
Based on action research, the study designed and implemented a 19-week mathmatics curriculum for the 34 third graders in the researcher’s class from February to June in 2006. The data of the research came from periodical assessments, mathematics attitude questionnaires, the video-taping of the teachers’ teaching, the record of the interviews and feedback from students, the reflective journals from the teachers. As a qualitative research, the study adopted Patton’s (1990) suggestion to analyze all collected raw data by organizing, categorizing, and compiling. The goal was to form its own research outline according to the result of the data analysis through survey. The results of this research are in the following:
1. The research shows that students have made great progress in mathmatics because of the strategies of team teaching and discussion. The former attracts students due to its multiple and abundant teaching content while the latter offers students more chances to talk and think and helps them clarify their concepts of mathematics.
2. The research indicates that students cultivate a positive learning attitude toward mathematics since they concentrate on the learning, become more interested in the subject, and are no longer afraid of mathematics.
3. The research finds that there are many problems coming in the program like the poor class management due to group discussion, the falling behind of the teaching schedule, and students’ difficulties in clear expression, etc. The teaching team needs to reflect on itself to solve these problems.
4. The research proves that the teaching team gains its professional growth in the attitude, teaching competence, and the capacity of curriculum planning due to the process of the continuing reflection, evaluation, correction, and implementation.
Through this action research, the researcher improves not only students’ learning attitude and result, but also her teaching skill and the capacity of engaging in an action research. For those who are interested in the topic of integrating discussion and team teaching strategies into math teaching, the research suggests that the pattern of the team teaching can change according to the characteristics of the teaching team, students’ learning traits should be analyzed in detail, and then the research can be conducted by applying the strategies into the teaching program and explore their influence on the students.
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