An Action Research of a First-Grade Teacher Developing Mathematical Classroom Discourse

• Main Author: 張貴珍
• Other Authors: 蔡文煥
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/65735601259144060463

碩士 === 國立新竹教育大學 === 數理教育研究所 === 104 === This study is an action research, trying to explore the discussion processes used by school teachers in teaching a math class for first graders. It also focuses on identifying problems, as well as finding suggestions for solving them that are associated with the development of new social norms and socialmathematical norms. The collected data include videos in the classroom, students’ problem solving records, individual student interview, teaching reflectionmemos, friends’ advice, the meeting records of groupsupports, anecdotal records, and the feedback from advisor, etc. Social norms are formed during the discussion, such as raising hands before speaking quietly, speakingloud and clearly, listening with concentration, asking when questions occurred, cooperative teamwork and alternative presentation. Socio-mathematical norms include precise problem-solvingstatements, explanation of generating topic ideas, multiple problem-solving techniques. To sum up, social norms and socialmathematical norms go hand in hand. The strategies or approaches can be applied to the development of other norms. When encouraging interactive discussion in the first-grade math class, teachers need to build a safe and cooperative learning environment and arouse motivation and self-esteem among students. Meanwhile, establishing socialmathematical norms teachers need to provide questions close to the student life story with context, should provide specific or operating aids for students to initiate their interest in learning. Establishing norms helps to improve the quality of discussion in the classroom and stimulate students’ interests in learning. This, in the end, plays a important role in cultural formation of alternately discussion in the classroom.