| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === The purpose of this study was to investigate the effects of learning fraction concept through mathematical writing activities on problem solving ability of 6th grade students, moreover, to analyze the difficulties encountered in mathematical writing activities and their solutions.
Action research method was used in this study. six types of mathematical writing included mathematical journal, explanatory writing, topic guide-response writing, probing writing, generating story problems and creative writing were implemented. The subjects of this study were a normal class of sixth graders taught by the researcher. Two teaching experiment session last for 2 months. With the comparison of students’ performance on the pro-test and post-test of problem-solving-ability scale, and analyzed students’ changes on the pro-test and post-test of the the metacognitive ability questionnaire, and collected relevant information to explored the solution of difficulties encountered in teaching activities.
The results of the study showed that learning through mathematical writing activities resulted in a significant improvement on students’ problem solving ability for fraction; moreover, the performance had a significant promotion on the the four problem-solving ability stages of problem integration and solution planning and monitoring, plan implementation, verifying the solution. In addition, the inclination of using metacognitive behavior to solve problems significantly improved. In other words, the frequency of students used metacognitive behavior to help themselves to solve problem successfully increase significantly.
The researcher provide the students’ fallible concepts of fraction as recommendation for teachers designing related teaching activity, and finally, the researchers offered suggestions of follow-up study according as the result of this study.
mathematical writing, problem-solving ability,
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