| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 100 === An Action Research of a Third-Grade Teacher Developing Mathematical Class Discussion Culture
Abstract
The purpose of this study was to investigate an approach of developing the discussion culture in a mathematical class through the action research from a third-grade teacher. We could establish the mathematical knowledge from the process of social interaction and enhance the sophisticated teaching ability and solve the teaching plight through some teaching reflection.
This study was executed with some qualitative action research analysis. They are including some approaches of collecting the audio or video data from some teaching sites, the students' problem-solving records, the discussing records from the mathematics teacher support groups, and the comments and teaching reflection log from some friends capable of direct admonition.
The outcome of the action development was to show that some social norms were formalized by a teacher in third-grade mathematics classrooms. They include raising a hand before making a speech, facing to people, speaking with loud and clear voice, listening with quiet and concentrated mood, recording of problem-solving with concise statements and asking if you do not understand of the details.
Sociomathematical norms include that everyone need to explain mathematics, clarify and compare problem-solving records, have the problem-solving strategies accepted by others, explain the ideas of reasons when you return to the topic, formalize the efficient problem-solving records and discover the mathematical relationships.
We encountered some difficulties in the process of development, such as, general poor habits, lack of self-confidence, slow problem-solving speed for copying, stick to some problem-solving method, adult operators effect, facial discussion and lack of professional teaching skill. But we also found that most of students’ enthusiasm and confidence were all coming back. The academic performance for those low achievements students has made significant progress, which is the largest harvest via the classroom discussion.
Keywords: mathematical class discussion, social norms, sociomathematical norms, action research.
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