A study of relationships between the mathematical reasoning norms and multiplication & division learning of the fourth-grades

• Main Author: 黃雅惠
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/66332031617472627801

碩士 === 國立新竹教育大學 === 應用數學系碩士班 === 95 === The goal of this study is aim to obtain the mathematical reasoning norms formed in a mathematical-discussing classroom and the relationship between the mathematical reasoning norms and fourth-grade students’ learning in multiplication and division. We participated in the classroom activities, gathered datum, and describe our results in the following two parts. In the first part we describe the mathematical reasoning norms formed in the classroom. We divide the classroom activities into three parts –observation activity, presentation activity, and discussion activity- to demonstrate the mathematical reasoning norms formed in the classroom. We obtained five mathematical reasoning norms in the observation activities, three in the presentation activities, and five in the discussion activities. In the second part we discusses the relationship between the formed mathematical reasoning norms and the students’ learning progress of multiplication and division. Students may influenced by not only one reasoning norm in the learning process and this reveals the relationship between different reasoning norms and different concepts which students learned. Furthermore, in this study we find out the way that the mathematical reasoning norms formed is similar to that of social norms and social mathematical norms. In different lessons, the mainly affected reasoning norms are different. Finally, we suggest that teachers should have a complete and clear understand to the teaching structures. In the future study one may discuss the mathematical reasoning norms formed in a senior grade classroom or how different reasoning norms effect different learning progress.