Embedding the Five Fractional Subconstruct into APOS and PCDC for Improving Resource Room Students of Mathematics Learning with Action Research of Proportional.

• Main Authors: LEE,CHANG-PING, 李昌平
• Other Authors: CHANG CHIN-KU
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/cq8n8s

碩士 === 國立彰化師範大學 === 科學教育研究所 === 102 === The purpose of this research was to take modern mathematical theory for improving Junior high school resource room students’ mathematics learning. This strategy was to improve instruction which conducted by action research. Promptly to adopt the PCDC Instructional model, then embedding APOS mental theory and Kieren’ five fractional subconstruct into resource room students of mathematics learning for the improvement of instruction under action research. I implemented the the PCDC teaching in a class of junior high resource room students that contains seventh grade 6 persons ( learning disabilities 4 and emotional disturbance 2 ) with eighth grade 7 persons ( all are learning disabilities ) for four and a half year’ action research. This research was conducted by action research. It include exploring, modify, elaborating Three phases. Each phase take about one and a half year’ action research. In exploring phase: to carry out PCDC instruction fulfilling. In modify phase : embedding APOS mental theory into PCDC teaching. In elaborating phase: Integrate Kieren literature’ five fractional subconstruct different attributes into resource room students’ mathematical teaching. which observe proportional mental concept. The data collection included tasks sheets, reflective diary, interview, video record for decoding and encoding, classroom observation, professor and research group triangular rectification. The data analysis with the major of qualitative analysis. The discover of this reserch have three: 1. There are eight difficulties in the implementation of PCDC teaching at Junior high school resource room students’ mathematics learning. The generality difficulties have five: to have difficulty with habitual behavior of teaching and learning, to have difficulty in getting tasks, to have difficulty in guideance learning, to have difficulty in questioning inquiry, to know well was difficult in students’conceptual interiorized in progress. the learning disabilities have three difficulty: to have difficulty in interiorized concept, to have difficulty in formalization of mathematics, to have difficulty in symbolism. Above these eight difficulties have its own solution and strategy, and adequate description with discussion. 2. PCDC teaching would be beneficial for the resource room students’ mathematics learning. But for the learning disability ones need more action manipulation with calculate that can be interiorized process concept. And for the emotional disturbance ones have no difficulty, that can skip action-steps manipulation with calculate, directly compress an mathematical objects, for reflexive abstraction . For these students how to construct a conceptual formation model that have detailed description with discussion. 3. In a class of junior high resource room students that the implementation of PCDC teaching to promote students learning. This mechanism which in realistic contextual task, especially integrated students experience’ problem center task, through the warm activity, talking, collaborate, to connect, de- contextual solving problem with the seats allocation, that promote PCDC students learning. Teacher’ authority to yield, and mathematical class democratization, the emotional disturbance as an architecture for guiding learning disabilities students.