A study on probability problem-posing activities in vocational school: Development, practice, and reflection

• Main Authors: Yun-Qing Huang, 黃雲卿
• Other Authors: Shuk-Kwan Leung
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/w884ur

碩士 === 國立中山大學 === 教育研究所 === 103 === The main purpose of this research is to explore the implementation of probability problem-posing activities in vocational school. Curriculum based vocational school math book3 “problems on probabilities” . The method of posing problems is Leung’s “problem category”,and “solving method category”.The problems that the investigator provided in probability problem-posing activities were review amendment by three math expect teachers.Students initially solved the problems that the teacher provided, then taking this problem as the foundation, students posed another problems with the same solving method by themselves and solved the problems as well. 　　The sample consisted of vocational school students in Kaohsiung. The goals of this research are five: first,development of probability problem-posing teaching material of vocational school; second, analyzing the categories of students’ work and the contents of posing problems that student created; third, investigating into the performance of problem solving; fourth, probing students’ opinions of problem-posing activities; fifth, discussion on teacher’s reflection after probability problem-posing activities .During this research, the researcher utilized a variety of ways to collect data, problem-posing worksheets, learning diaries,teacher’s journals, and audio tapes. The results of this research were five. First, probability is an ideal concept for developing problem-posing pedagogy in high school.Second,it showed that 96.6% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems.Third, 98% of student solved the posed problems successfully. Students’ performance at problem posing then solving stage was higher. Fourth, students expressed a liking of problem posing, they thought that the materials were interesting and showed promising study manner. Finally, teacher’s reflection indicate that students enjoy the activity and notice problem’s feasiblely and completeness.The above results yielded activities implications for teachers who consider integrating problem-posing teaching into mathematics activities in vocational school.