The impact of the instructional strategy of the problem posing in mathematic on students’ mathematic conceptual change

• Main Authors: Lin Chun-Chih, 林峻志
• Other Authors: Hsu Chao-Li
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/25362223996416636052

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 95 === This study is to discuss the design of problem posing in mathematic and the change of student’s geometric thinking level before and after the instruction. The researcher has conducted an action research of geometric triangle and quadrilateral units on the 34 students in the class. The researcher has studied the change of student’s geometric concept before and after the instruction by analyzing textbook, competence indicators, mathematic concepts, students’ problem posing work, dialogues in classroom, interview with students, and teacher’s reflection journal qualitatively; also, by quantitative and statistic analysis of plane geometric test. Conclusion of research is as follows: 1. Design of problem posing strategy (1) To analyze textbook and interpret competence indicators can help upgrade teacher’s professional expertise. (2) Integrate mathematic concepts and reduce student’s cognitive load. (3) Focus lecture not on textbook but on mathematic concept. (4) Leave room to student to think. (5) Establish student’s problem posing work display and encourage peer learning. (6) The frequency of problem posing per subject should be twice for the best result. 2. Change of geometric concept before and after problem posing (1) Students with high achievement in mathematic are excellent in problem posing that helps upgrade conceptual understanding. (2) Students with modest achievement in mathematic are with significant progress in problem posing and with conceptual understanding upgraded effectively. (3) Students with less satisfactory achievement in mathematic are with limited expression in problem posing but with conceptual understanding upgraded substantially. (4) Problem posing in mathematic strategy is applicable for the mathematic study of students in all levels. Suggestions are provide to the school administration, teachers, and further studies .