| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 103 === The overall goal of this study is to identify the influence for a student’s mathematical learning while teacher making the different teaching decisions and the response and change of the teacher when unexpected result appeared in the context of the association between constructivist-oriented teaching and formative assessment among a class of sixth grade students. We found out constructivist-oriented teaching together with the formative assessment is feasible. By combining formative assessment strategy, such as Range questions, Round-robin activities, hinge questions, Mathematical discourse and Exit cards, and the process of constructivist-oriented task design, student reflection, group activity, presentation, conclusion and application together, we can make the form for formative assessment, “question→exploration→reflection”, more clearly and reach the annexation between formative assessment and constructivist-oriented in mathematical teaching successfully.
In this project, we studied 24 students in the same class. We analyzed the information from teaching videos, observation forms, study forms and study reflections from students, student semi-structured interviews and reflection forms from other teachers over six months (including three levels) of action research. The results are: first, students built a strong ability for constructing new conception in the mathematical study by their individual learning skill and the communication between them and their classmates. Second, all of the 24 students can present the method of a mathematic task more clearly. Third, constructivist-oriented teaching together with the formative assessment can help students construct correct mathematic conceptions. Fourth, the scaffolding theory from constructivist-oriented teaching is more clear after the assistance of formative assessment. Besides, teacher can provide more kinds of help based on different kinds of student’s study situations. Fifth, by constructivist-oriented teaching, the researcher or teacher can understand that students are truly the main part of constructivist-oriented teaching. Teachers or researchers are the designers, rules keepers, guides, helpers and key questions creators in constructivist-oriented teaching class.
Finally, we have a recommendation for a teacher or researcher who want to make a combination of constructivist-oriented teaching and formative assessment in his or her future study. In order to make the optimal decision for teaching, give the proper help to students and reach the maximum teaching effect for constructivist-oriented teaching, a teacher or researcher should design the range questions, hinge questions and mathematical discourse before class start and make sure he or she can observe the formative assessment tasks and students’ study behavior immediately.
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