| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 100 === This study is aimed at investigating the implementation of conjecturing-centered mathematical activities and students' mathematical proficiency, by means of a collaborative action research with three cycles which lasts for a semester and includes nine themes of activities. The research subjects are the collaborative teacher and his thirty seventh graders in which three case students with different achievements are selected as the main observers. Qualitative data are collected which include students’ work sheets, students’ feedbacks, collaborative teacher’s feedbacks, observation diaries, classroom teaching video tapes and interview records.
The research findings show that there are fifteen problems encountered while implementing the conjecturing-centered teaching, and the corresponding solving strategies are generalized from the aspects of task design, teacher’s teaching, classroom interaction, and students’ learning. As to the case students’ performance of their mathematical proficiency, the lower achiever S09 makes obvious progress in conceptual understanding, procedural fluency and productive disposition through collaborating with peers in the conjecturing activities. The medium achiever S11 gets promoted in conceptual understanding, procedural fluency, adaptive reasoning and productive disposition, while the higher achiever S15 is more mathematically proficient in the five strands, especially in adaptive reasoning and productive disposition.
In the end, there are five suggestions proposed for researchers interested in the development of the conjecturing-centered mathematics teaching
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