| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 100 === This study used the teaching criteria incorporated the suggestions of experts, scholars, Teacher's Guide and textbooks to analyze three experienced teachers’ teaching contents of teaching the formula for the area of a circle, including mathematical problem posing and selections of various representatives, manipulative and instructional tools used for teaching the mathematical concepts embedded in the specific topic by methods of teaching demonstration video, lesson plans and interview. The results show that three experienced teachers arrange all of the activities involving manipulations and observations that arranged for the students’ reasoning of the formula for area measurement of a circle were based on the teacher’s knowledge of subject matter in mathematics, teaching experience, and knowledge of children’s misconceptions of area measurement of a circle. At the same time , they show their instructional proficiency in designing the teaching activities and plan , including accurate preparation of the segments to recombine a circle, the decision to demonstrating with technology, and reminding students to notice the shape change while practical manipulating, ……and so on. All of them use FLASH to demonstrate the processing that circle is divided into segments, then recombined, which shows the fact that experienced teachers think that it is good to students to learn the formula of the area of circle by the information technology, showing the divided segments, arrangement, and recombination.
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