Using Case Discussion Promoting the Connection in Mathematical Teaching for A Fifth Grade Elementary School Teacher

• Main Author: 陳惠汶
• Other Authors: 林碧珍教授
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/70138476055021006229

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 === 104 === The purpose of this study is to study in a fifth grade elementary school teacher discuss the case of the mathematics teaching , how the changes of making connections. The researcher established a mathematics case discussion group at school. By the participation of four primary teachers and discussing four cases , the study collect observations and interviews conducted before and after the case discussions, and relevant information about the case discussion. The study led to findings on the changes of the case teacher’s connection in mathematical teaching through case discussions as follows: 1.In making connections between concepts – (1) Began to make connection between concepts changed from not making connecting with the same concept. (2) Making connection concept fewer error changed from making connecting with the incorrect concept. (3) Began to ask question for making connections between concepts changed from never ask question for making connections between concepts. 2. In making connections between procedures－(1) Began to make connections with procedures of concept for students, changed from teaching procedures without the concept. (2) To be perception and confirm what’s the concept students miss or lack through their learning procedures. Instead of judging whether the consequence of learning is correct or not. 3. In decisions about sequencing－(1) To transfer not be ware of the students’ previous learning experiences to teach and start the lesson is based on their experiences they’ve learned before. (2) To inspire and brainstorm the students any ideas of the lesson is being taught today, and reduce to present the main structure which they are going to learn it today. (3) Not only noticing the transition while they’re in learning procedures, but also adding promptly some extra activities to help them review and catch up the concept they have been forgotten. (4) Transfer neglecting the concepts they had built and learned through the class to plan and design the most priority of the teaching structures for each group of students in order to help them learn efficiently.