| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 95 === The purpose of this study is to integrate problem-posing teaching activities into mathematics curriculum for grade four elementary school students. The contents include three units on number and operation. Data collection included using the parent-child problem-posing worksheet, student mathematics diary, teacher teaching journal, mathematics attitude measurement form, parent and students interviews, in order to study the influence of problem-posing teaching on teacher and students mathematics attitude and parent-child interactions. The investigator aimed at bringing up specific suggestion on teaching.
There are six results in this study:
1. Problem-posing teaching can increase students’ problem-posing ability.
2. Problem-posing teaching can improve students’ mathematics attitude.
3. Problem-posing teaching can enhance students’ mathematics learning.
4. Parent-child problem-posing can promote parent-child co-learning, and increase parent-child interactions.
5. Parent-child problem-posing can make parent understand their children’s mathematics curriculum, and they are not afraid when supervising children.
6. In teacher’s reflection, it recorded that a change of teaching mode to problem posing to promote mathematics learning was feasible, and problem-posing teaching fit in the “student-centered” teaching spirit of Nine-years-integration.
|
|---|
