| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所數學教育教學碩士班 === 103 === The study is an action reseach to explore how guiding strategies are applied to solve the problems of building social norms and sociomathematical norms for developing mathematical class discussion culture in the first-grade math class. Its purpose is to help the first-grade students develop a good communicative skill of listening and expressing by means of building social norms. Also, it aims to make students get in the habit of thinking and explaining math by means of building sociomathematical norms which form a discussion of sharing intelligence. Thus, it enables students to acquire new knowledge during the process of sharing, and then to develop independent thinking skills and discussion methods for learning math efficiently.
Social norms are formed during the discussion, which are norms of listening, norms of asking questions and norms of explaining. Sociomathematical norms includes forming acceptable explanations, using multiple representation connected the question to give thoughts, discovering various problem-solving methods, and then finding effective ways to solve problems.
The study finds that developing social norms or not will affect the formation of sociomathematical norms during the math instruction. The formation of sociomathematical norms enables students to follow the guidelines and to have a meaningful discussion for solving the math problems. When teachers guide and trigger their students’ independent learning, they must timely adjust the teaching situations in order to achieve the goal of learning. Therefore, how to apply strategies is also a challenge for teachers. It relates to teachers’ understanding of the curriculum and their students’ professional competence to ask key questions. Shared learning between teachers and students improve the development of class discussion culture, and it leads students to the road of intellectually autonomous learning.
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