Teaching Mathematic to Second Grade Students Using Problem-Based Learning (PBL) Teaching Model: An Action Research in Taiwan

• Main Authors: Mei-ling Wang, 王美玲
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/01676819314998435812

碩士 === 國立屏東教育大學 === 教育學系 === 99 === ABSTRACT: This study explored the implementation of "problem-based learning" teaching model used in second-grade mathematics teaching to interpret the effect of "problem-based learning" on student’s learning. The researcher used an action research approach to practice a research-oriented teaching in a second-grade class for four units of mathematic class. To present the processes of using problem-based learning teaching model in a mathematic class, the researcher collected data through video- recording, interview, classroom observation, and a feedback survey from students. This research showed several findings. Before using problem-based learning teaching model, the teacher had to analyze the learning contents, selected the appropriate teaching modules to design problem-based learning teaching activities, arranged a proper learning environment, and chose a good small group leader. Moreover, to create a safe and supportive environment, guide the discussion with a question table, set the rules and orders for discussions and expressing opinions, and encourage students to join the discussion by earning extra points. Those terms contributed the progress of problem- based learning activities, allowed students to focus on the discussion, improved the quality of discussions, and reached a higher learning achievement. The result indicated that: 1) Students who had experienced “problem-based learning” mathematics classes showed a high degree of interest in learning mathematics; 2) Students’ attitude of learning mathematics changed from passive into active; 3) There was a positive impact on mathematics learning and learning achievement by using problem-based learning. Obviously, through problem-based learning and leaning activities, the interest of learning increased and students’ learning turned from passive into active. Additionally, group work on problem-solving would produce multi-solutions. Therefore, students could learn solid mathematics concepts and clarify and apply what they learned through discussions, practicing, and experiencing. According to the research result, suggestions were made in three areas: 1) The support from school and educational administration; 2) The content of mathematics textbooks; 3) Teachers and teaching. For future research, researchers may explore the problem-based teaching on students'' mathematical problem-solving skills and explore how problem-based teaching could influences students with different characteristics on mathematics learning. Keyword: Problem-based learning, second grade, mathematic, action research.