| Summary: | 碩士 === 國立新竹教育大學 === 人資處數理教育研究所 === 101 === 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.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, 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 and sociomathematical norms were formalized by a teacher in second-grade mathematics classrooms including speaking with loud voice, raising a hand before making a speech,listening with quiet and concentrated mood, wirting characters clearly, and taking turns to make the speech.Also,the five sociomathematical norms include various solving records, making up the solving reocord explicitly, comparing the different sloving record, turning back the question and explaining the reasons and thought, and the last one—efficient solving records. We can find that formalizingnorms is the necessary part of improving the class discussion culture.
The final part is to raise some advice of the mathematical class discussion culture and future research. First, establishing the mathematical institutes and discussing the problems raising in mathematical class discussion at any time. By discussing, we can ehancing the research results. Second, We can also formalizing the social norms in different fields. Social norms is the foundation of the sociomathematical norms. If we shorten formalizing social norms, we can discuss the sociomathematical norms more thoroughly.
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