國小四年級教師發展數學課室討論文化之行動研究

• Main Author: 邱鴻瑛
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/78241673542097705336

碩士 === 國立新竹教育大學 === 數理教育研究所 === 102 === Abstract This study investigated how a fourth-grade teacher through scaffolding students to shape social norms and sociomathematical norms to develop mathematical class discussion culture. This action research data collected including video recording from mathematics lessons, the students' problem-solving record, the students' math diary, the students' individual interviews record, the teacher's teaching reflection and the comments from other teachers who were involved in the observation and discussions. Social norms have shaped in this study including norms of sharing－willing to take the initiative to share ideas with others, norms of speaker－have obligations and rights to express their ideas clearly, norms of listener－have obligations and rights to understand other people's ideas, norms of problem solving－to think independently and write the problem-solving approach clearly, norms of group work－harmonious and effective. Sociomathematical norms have shaped in this study including norms of express－have to described actions on mathematical objects clearly, norms of question－ask questions with a mathematical significant, norms of reasoning－can using multiple characterization to solve problems ,and expression of ideas ,and able to compare and classify records solving ,and develop new mathematical concepts based on background mathematical knowledge ,and discovering mathematical relationships. The results show that the teacher negotiates social norms and sociomathematical norms with students through classroom teaching events can establish expectations and obligations between teachers and students. This will help to develop mathematical class discussion culture and encourage students to become intellectually autonomous.