An Action Research of Scaffolding Theory Applied in Mathematic Course of Sixth-Grade in Elementary School

• Main Authors: Po-Tsun Chen, 陳柏村
• Other Authors: Jing Chung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/at3we4

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 100 === The purpose of this research is to explore the procedure of applying scaffolding theory in teaching mathematic course of sixth grade through a reflective process and action cycles via action research methodology. The method is based on scaffolding theory as the strategy and foundation in order to use the scaffolding skill in math teaching. The participants are from grade six, fourteen numbers of students. There are four cycles in teaching four units. The results of the research show that the teaching skill could be improved by applying scaffolding theory in teaching mathematic course of sixth grade. Before teaching, students’ prior experiencesust be understood for building their learning environment. The teacher accepted that students are the middle of teaching and tried to understand what students have learned through conversation in order to provide proper assistance. For students, they could improve learning attitude through peer-assisted learning, group discussion and cooperative learning, furthermore, identifying and learning math concept. The suggestion of the research is that when applying scaffolding theory in teaching math, teachers must accept the student-based teaching method and the teachers’ role are the assistants for the learners.