A study of relationships between the processes of problem solving and the mathematics class discussion culture of the third-grades
| Autor: | 蔡志成 |
|---|---|
| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 A study of relationships between the processes of problem solving and the mathematics class discussion culture of the third- grades Abstract This study discusses the relationships between the processes of problem solving and the mathematics class discussion culture of the third-grades. The researcher gathered data from observing the processes of students’ problem solving in class under the “cultural conceptual competent learning of teaching model（CCCLT）”. The researcher analyzed how the types of the students’ discussion and the development of sociomathematical norms to affect the processes of problem solving. The results of this research revealed as the follows three apart. First, exploring the relationships between the types of the students’ discussion and the processes of the students’ problem solving. There are five types of the students’ discussion: reasoning discussion; explaining discussion; relational discussion; critical discussion; normal discussion. Secondly, exploring the relationships between the development of sociomathematical norms and the processes of the students’ problem solving. There are three kinds of sociomathematical norms: acceptable mathematical explanations; multiple solving strategies; sophistical solving records. Acceptable mathematical explanations include: using fill-in the blank problem connected with problem situations, explaining solving records connected with problem situations, using mathematical language to explain solving records connected with problem situations. Thirdly, exploring the relationships between the sociomathematical norms interweaving with the types of the students’ discussion and the processes of the students’ problem solving. In this study, the researcher found that the normal discussions prompted the students to form sociomathematical norms, the rich discussion content in the type of the students’ discussion can accelerate the development of students’ problem solving. For example, as the students discussed others’ proving questions in the type of critical discussion, they can explain others’ solving problem situation and share theirs solving processes rather than just repeat the numbers in the solving records. Therefore, we supposed that there are corrections between the types of the students’ discussion, sociomathematical norms and the processes of solving problem. This study suggested that teachers should take care of using teaching language, and they appropriately adopted learning opportunities to stimulate the students to form the relational discussion and encourage students to connect their mathematical knowledge. Keyword: the processes of the problem solving, the culture of the class discussion, the types of the students’ discussion, sociomathematical norms. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|