| Summary: | 博士 === 國立新竹教育大學 === 數學教育學系碩士班 === 103 === This study was investigated how teacher used strategies to elicit students' solution methods, support students' conceptual understanding, and extend students' mathematical thinking in classroom discourse. Author used ACT theoretical framework (Fraivillig, Murphy, Fuson, 1999) to observe teacher’s instructional strategies in classroom discourse for enhancing students’ mathematical learning. Author used narrative research method to analyze the data. Collected data were included taking video record about classroom activities, taking field notes, and collecting students' writings of problem-solving records.
Some results were founded as follows: eliciting students' solution methods, supporting students' conceptual understanding, extending students' mathematical thinking and overlapping as above. There are three parts of eliciting students' solution methods: the first part were eliciting students' solution methods through individual problem-solving, group discussion and whole-class discussion, the second parts were promoting students explain their solutions clearly and generating diverse mathematical solution methods, and the third part was guiding whole classroom discussing based on the instruction lessons. There are four parts of supporting students' conceptual understanding : supporting describers' thinking, supporting listeners’ thinking, supporting describers' and listeners’ thinking, and supporting individual's thinking. There are four parts of extending students' mathematical thinking: providing opportunities for students to learn more advancing mathematical concepts, encouraging students to think and compare different solution methods, encouraging students to think more beyond their initial solution methods, cultivating students to love to challenge. There are some overlapping in this study: eliciting students' solution methods and supporting students' conceptual understanding, eliciting students' solution methods and extending students' mathematical thinking, supporting students' conceptual understanding and extending students' mathematical thinking, and eliciting students' solution methods, supporting students' conceptual understanding and extending students' mathematical thinking, intersection among three components.
The results of this study showed that teacher can improve students' mathematical thinking a lot base on eliciting students' solution methods, supporting students' conceptual understanding and extending students' mathematical learning.
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