| Summary: | 碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班 === 102 === The aims of this study were to explore the development process of mathematics scaffolding homework, the possible obstacles and the relevant solutions to them. The intention was to understand how this project would change the students’ mathematics learning achievement after the implementation of the project. Furthermore, the reflection of the researcher’s professional growth was recorded.
The action research approach was adopted for this study and 29 ninth-grade students were the participants of the study. The subject of the mathematics scaffolding homework was “ quadratic function”, which worksheets for the three units were designed. The quantitative data were collected and analyzed through students’ pre-test and post-test scores of mathematics self-efficacy scale, students’ periodic assessment grades, and the accuracy rate of students’ mathematics scaffolding homework. Meanwhile, the qualitative data were collected and analyzed through interviews with the participants, interviews with the collaborative researcher, teacher reflection journals, and the students’ problem-solving process on their mathematics scaffolding homework.
The analyses of these data revealed the results as below:
1. The priority of scaffolds in a worksheet could be a conceptual prompt and next the steps of problem-solving or contextual application.
2. Making use of different scaffolds applied to the contents of the units.
3. The scaffolding homework enhanced the students' mathematics self-efficacy.
4. The scaffolding homework improved the students’ mathematics periodic assessment grades.
5. Different scaffolds promoted the accuracy rate of the students’ mathematics homework.
6. The researcher gained teaching professional growth and enhanced the professional capacity from the action research.
Based on the above findings of this study, the researcher makes the following recommendations for teachers:
1. Select the scaffolding strategies in mathematics homework appropriate to the teaching subjects.
2. Grasp the students' prior knowledge to improve their learning achievement.
3. Notice the transferring effect in a worksheet.
4. Teacher's positive encouragement and support motivate students to get involved in homework.
5. Give timely feedback of the homework to correct students' misconceptions.
6. Seek research partners and organize a teaching team to design more perfect homework.
Suggestions for future research are as follows:
1. Lift the degree of difficulty of homework to explore the benefits of scaffolds for the high-score group students.
2. Explore the benefits of combining the scaffolding homework with remedial teaching.
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