The Study on learning sequence - series unit by using mathematical problem solving process for tenth grade students of some high school in Kaohsiung City

• Main Authors: YU CHANG-YI, 余昶毅
• Other Authors: ZUO,TAI-ZHENG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/r6bu33

碩士 === 國立高雄師範大學 === 數學系 === 105 === The main purpose of this study on learning sequence - series unit by using mathematical problem solving process for tenth grade students solving process contains five stages: 1.Reading ; 2. Analysis ; 3.Planning ; 4.Implementation ; 5.Verification , and discuss sequence - series unit by using mathematical problem solving strategy for tenth grade students. This study object are tenth grade students in Kaohsiung City and chose six students with lowest score as study samples. The research tool is the sequence - series questions created by the researcher. According to the Ministry of Education「The outline of senior high school mathematics course」. In this study, the original case analysis method.Through the non - structural interviews to analyze students' problem - solving process and strategy Each student had to do ten questions with pen and paper and they would be individually interviewed after test. Finally, this study will record down what the students said and compare to what they had wrote. The conclusions are as follows 1. Problem solving process (1)Low achievers sometimes miss some conditions when reading. (2)Low achievers’ plans are disorganized (3)Low achievers may make mistakes because the plans are too long (4)Low achievers do not often verify the correctness of the answer or process 2. Problem solving strategy (1)Low achievers didn’t study various questions after classes (2)Low achievers are less likely to be able to analyze or find relevance for graphical parts (3)Low achievers are less likely to use or have complete prerequisite knowledge to solve the problem 3.The factors that affected the access or failure (1)Mathematical concept (2)The completeness of the questions analysis (3)Positive psychology (4)Timely design of sub-targets (5)Problem solving strategy (6)The right entry point (7)Concentration (8)Mathematical anxiety This study is based on the above conclusions. Teaching recommendations are as follows: 1.The care of affter classes 2.After-school counseling 3.Strengthen logic deduction 4.Concentration 5.Set the appropriate teaching targets for difficulty 6.Patience and perseverance 7.Improve the fun of mathematics