| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 100 === This action research discussed about how a forth-grade teacher constructs sociomathematical norms by appling to the discussion of cultural teaching in the classroom, with a peer who spent a long-time observation of the teaching scene and collaboration on this action research. The researcher represented difficulties were met in this action research, solving strategies, and investigated strategies that a teacher led students to construct sociomathematical norms and the process of self-reflection.Through strategies of “groups discussion sheets”,”fill-out questioin”,”Big Cross and Small Across”,and “discuss the meanings of “mistake”with students”.The social norms constructed include : (1) students exhibit clear solutions and control time well; (2) students solve questions by self quietly; (3)classify nine solutions on the platform; (4)groups run peaceor ask question; (5) concentrate on listening and asking question after raising hand; (6)face classmates and speak loudly and clearly to share their ideas.
Otherwise, using strategies such as “teacher designs problems by oneself independently, instead of using keeps textbook” , “designs students’ sulotion of answering the questions as record to make mathematical diary” , and “explain solution of the question first and then classify it” etc. and to construct following sociomathematical norms: (1) explain solution clearly and of the relationship between solution and questions clearly; (2) speak out ideas of mathematical solutions, or bring up question with mathematical content; (3) use various repesentations to help answer of the questions and present ideas; (4) compare and classify different record of solution; (5) explore mathematical relationship; (6) infer unknow from something has been known.
The research result also exhibit the university within the action processes, hold which teacher assisted students, in constructing sociomathematical norms: (1) hold on the “key moment” to create learning opportunities for “student-centered”; (2) “explaination clearly” , “compare and classify” , and “various representations” all have close relationship and complement ; (3) answer comparing questions begin from classifying, and solve classified questions undertake from clear explaination and work on questions by oneself; (4) provide questions with requirements of “various representation” ; (5) “explore mathematical relationship” depends on students’ development, not focusing on every student could meet accomplishment; (6) use practice of understanding sentence can promote the shape of “infer nknown from something has been known” . Finally, research results make description of executing strategies can both forming and developing social norms and sociomathematical norms, and they complement to each other. Moreover, the researcher found the development of norms has positive effects to students’ mathematical learning.
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