Action Research on Elementary Remedial Instruction in Mathematical Problem Posing

• Main Authors: Lee, Hsiang-chi, 李湘琦
• Other Authors: Lee, Shin-Yi
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/47qvk6

碩士 === 臺北市立大學 === 教育學系 === 107 === This action research aimed to explore the issues the teacher faced during remedial instruction in mathematical problem posing as well as to analyze the ways teacher used to address the issues. Six fifth-grade students received the remedial instruction. Focusing on the common learning problem of the six students, the remedial instructional activities included using place value tables, teaching mathematical problem structure, and teaching mathematical problem posing in problem structure. 1. Using place value tables: In the first cycle, the researcher found that there was big difference in students’ mathematical achievement in place value of decimals. To address this issue, the researcher included reading and writing sections below the place value tables in remedial instruction in the second cycle. 2. Teaching mathematical problem structure: In the first cycle, it was found that through open questions, students were not able to accurately express their thoughts on mathematical problem structure, and teachers were not able to accurately analyze students’ thoughts on mathematical problem structure. To address this issue, the teaching method was changed to ask students to circle the known, unknown and target sentences in the second cycle. 3. Teaching mathematical problem posing in problem structure: In the first cycle, the researcher found that the sentence patterns restricted students’ ability to pose mathematical problems. To address this issue, semi-structured and free problem posing activities were used in the second cycle. The results showed that the students were able to pose more interesting mathematical problems in the second cycle. This research found that elementary remedial instruction in mathematical problem posing improved students’ problem solving ability in understanding two-digit decimals and the place value of hundredths. Through self-reflection duing the action research, the researcher enhanced her profession in elementary remedial instruction in mathematical problem posing.