Estimation of Strategic Task Sequencing Method to Four Kinds of Teaching Types in the Third Grade for the Conception of Multiplication and Division of the Application

• Main Authors: Ying Na Wang, 王櫻娜
• Other Authors: Feng-Rung Hu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/81329573313141958991

碩士 === 國立臺中教育大學 === 數學教育學系 === 102 === This study used the questionnaire to survey the elementary school teachers’ lesson plan for the conception of multiplication and division and situation of selecting the teaching sequence in the third grade, and this survey covered Taichung County, Changhua County, Nantou County, and Yunlin County. According to the majority of teachers’ preferred teaching sequence and the strategic task sequencing theories, this study estimated these teachers’s type of teaching strategies in detail. Finally, this study used the individual interview to interview some teachers in order to exploring the reason why they choose the different teaching sequence. The results are summarized as follows: 1. There are 30% of teachers designed the lesson plan for the conception of multiplication and division in third grade, preferred to use the series of O＝〈1,3,2,4,5,6,7,8,9,10〉 for teaching. 20% of teachers chose the 2 teaching steps different from O. 2% of teachers chose the 3 teaching steps different from O. 17% of teachers chose the 4 teaching steps different from O. 5% of teachers chose the 5 teaching steps different from O. 20% of teachers chose the 6 teaching steps different from O. 1% of teachers chose the 7 teaching steps different from O. 5% of teachers chose the 8 teaching steps different from O. 2. The study used strategic task sequencing theory to estimate the most of teacher preferred series, O＝〈1,3,2,4,5,6,7,8,9,10〉, and the estimation of the maximum value of the function M（x）falls in the range of ﹝0.75,1﹞. Therefore, the series O belongs the non-context type of teaching sequence. 3. The different teachers used the different teaching sequence was influenced by the arrangement of textbook content, teachers’ pedagogical content knowledge, regional characteristics of students.