An Action Research of a Teacher in Developing Mathematical Reasoning Norms For Fourth-Graders
| Autor: | Liang chun yueh, 梁春月 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 This action research is to investigate a fourth-grade teacher using different kind of teaching strategy to develop students’ mathematical reasoning norms by mathematical class discussion culture. In this study, the teacher should take diverse methodologies for different classes and developing different reasoning norms. The teact also resolve the dilemma according different teaching guidance in order to allow students think deeply, truly understand and achieve meaningful learning. This study is to establish reasoning norms including: (1) Explaining math solutions reasonably based on mathematical knowledge. (2) Using specific object or graphic characterization to think about the problems. (3) To observe the property and the rationale induction. (4) To identify and examine the laws to make generalized inferences. (5) Using the learned mathematical knowledge as a base to explain. In order to improve students' mathematical reasoning norms establishment, the teacher will take following strategies to evoke students' existing experiences, support students' reasoning of thinking and expand reasoning levels: (1) Review, evoke students aware of the knowledge. (2) The teacher to guide students into critical questions for deeply thinking and observation. (3) Through the teacher’s or classmates’ demonstration, the teacher can take advantage of how to use conversation skills to help students learning and encourage to give opinion. (4) Understand abstract concepts through concrete objects or image link symbolic representation. (5) Via specific object, experiments, image or formula to monitor mathematical properties or regularity. (6) Guide students to have a rational induction on what they discover. (7) Guide students to discover the laws of reasoning and argument. (8) Guide students to list the problem-solving steps to represent the proof process. Under the mathematical reasoning norms classroom discussion culture, students' communication skills, problem solving, abstraction ability, inductive observation, critical thinking, reasoning ability to prove, will become more diversity and logicality. Furthermore, the teacher’s professional is also increased throughout the process. Keywords: Mathematical classroom discussion, Mathematical reasoning norms, The Forth-Grade |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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