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研究生:劉如芳
研究生(外文):Rufan Liu
論文名稱:一個國小數學教室之社會數學常規發展歷程研究
論文名稱(外文):A Case Study of The Development of Sociomathematics Norms In The Classroom
指導教授:蔡文煥蔡文煥引用關係
學位類別:碩士
校院名稱:國立新竹師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:210
中文關鍵詞:數學教學社會數學常規社會常規教師策略
外文關鍵詞:Mathematic TeachingSociomathematics NormsSocial NormsTeacher’s Strategies
相關次數:
  • 被引用被引用:49
  • 點閱點閱:539
  • 評分評分:
  • 下載下載:126
  • 收藏至我的研究室書目清單書目收藏:4
本研究欲探討一個數學教室的微觀文化,進入教室作長期觀察,探討教室中社會常規和社會數學常規之協商發展情形,以及教師運用哪些策略促使教室中社會常規和社會數學常規發展。
本研究發現,在師生互動下,全班達成共識形成五個社會常規:(1)舉手發言,不插話打斷(2)聽(看)不懂的就要問(3)上課要靜下來專注傾聽(4)面向大家說話,願意說給全班聽(5)說話聲音大,讓全班聽得到。還有,六個社會數學常規:(1)把問題說清楚,讓大家聽得懂(2)把怎麼算的說清楚,讓大家聽得懂(3)把解題記錄補充修改得更清楚(4)想出多種的解題方法和有創意的解題記錄(5)比較各組的解題方法,學習有效率的解題方法(6)只要說明有道理,大家就會接受這個解題方法。
除此之外,下列五項是本研究主要發現:
(一) 教室中五個社會常規和六個社會數學常規,呈現明顯的轉變發展歷程。
(二) 社會常規和社會數學常規的發展途徑不同,然而,社會常規發展是社會數學常規發展之基礎,兩者有相輔相成的關係。
(三) 數學成長團體和教師教學實踐是促使社會常規和社會數學常規呈現轉變發展歷程之可能因素。
(四) 教師是教室中常規轉變發展的幕後推手,教師權威對於常規的建立和維持,扮演相當重要的角色。
(五) 同儕互相監控、彼此提醒是社會常規實行和維持的一大助力。而且,同儕之間觀點交換是促進社會數學常規持續發展的一大助力。
The purpose of this study is to investigate the negotiatory development process of social norms and sociomathematics norms in a mathematical classroom, and what strategies the teacher use in the classroom can improve the development of social norms and sociomathematics norms.
With the interaction in the teacher and students, there are five social norms and six sociomathematics norms being shaped in this class. The five social norms are:
(1) to raise hands before speaking, and not to interrupt others' speech;(2) to ask questions when having trouble in listening or looking;(3)be quiet in the class and be absorbed in listening carefully;(4)to face to everyone when talking, and to will to speak to everybody;(5)to speak loudly, let all classmates can hear the voice. In addtion ,the six sociomathematics norms are:(1)to ask the questions as distinct as you can;(2)to explain the calculating process as clear as possible;(3)to revise and make the mathematical records more clear;(4)to think many kinds of calculating process, and to make more creative calculating record;(5)to compare all kinds of mathematical solutions, and to learn a efficient mathematical method;(6)everyone would like to accept the mathematical solution when the explain is meaningful.
The main findings of this study were as followed:
(1) The five social norms and six sociomathematics norms of this classroom were
showing obvious changing and development process.
(2) The development processes of social norms and sociomathematics norms are
different. However, the development of social norms is the basement of the development of sociomathematics norms. There is a relationship of being complement each other between the social norms and sociomathematics norms.
(3) The mathematical growth group and the teacher teaching practices are the
possible factors that improve the social norms and sociomathematics norms showing changing and development process.
(4) The teacher is the prompter in the changing development of norms. The authority
of the teacher plays important role in the development and maintain of norms.
(5) Supervising and reminding each other between classmates is helpful in practicing
and maintaining social norms. Viewpoint exchanging between classmates is helpful in practicing and maintaining sociomathematics norms.
第一章緒論......................................1
第一節研究動機及重要性..........................1
第二節研究目的與研究問題........................4
第三節名詞界定..................................5
第四節研究限制..................................6
第二章文獻探討..................................7
第一節數學學習之理論基礎........................7
第二節數學概念之建構............................14
第三節社會常規與社會數學常規之探討..............19
第三章研究方法..................................33
第一節研究流程與研究架構........................33
第二節研究情境與研究對象........................36
第三節資料蒐集的方法............................42
第四節資料整理與分析............................44
第五節本研究的可靠性............................47
第四章研究結果與發現............................49
第一節常規之發展歷程............................49
第二節教師使用的策略............................120
第五章結論討論與建議............................183
第一節結論......................................183
第二節討論......................................187
第三節建議......................................193
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