初任教師建立數學臆測規範之行動研究：以高年級為例

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初任教师建立数学臆测规范之行动研究：以高年级为例

An Action Research of A Beginning Teacher Establishing Mathematical Conjecturing Norms － High Grade as a case

余姿萦 , 硕士　　导师：林碧珍　　

繁体中文

臆测教学；规范；社会规范； mathematics conjecturing ； norms ； social norms

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摘要 │ 参考文献 (48) │ 国际计量

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The purpose of this study is to discuss the problems and the solutions that may occur when establishing the norms of mathematics conjecturing teaching as a first-year teacher, thereby, developing related social norms and mathematics conjecturing norms in different mathematics conjecturing teaching stages.
This study uses action research, with the fifth-grade class taught by the researcher as the research field, doing mathematics conjecturing teaching in seven units respectively. With analyzing data and teaching materials, recording the videos and conversations, student worksheets and dialogues with friends, the researcher reflects on self-teaching and improves.
The norms of mathematics conjecturing teaching which built in different stages in this research include social norms and mathematics conjecturing norms. Social norms consist of stage one “Willing to try. Answer confidently.”, “Speak clearly.”, “Listen to others.” and “Two students hold the worksheet with one hand each.”; stage two “Put group worksheet in the middle of the table.”, “Examine worksheet position.”, “Mark with red pens.”, “Revise with red pens.” , “Data speaks louder than star students.” and “Put the materials which are not in use on the cabinet.” Mathematics conjecturing norms consists of stage one “Sort the data.”; stage two “Conjecture boldly. Come up with ideas according to the data”, “Personal opinion should be presented and discussed”, “Speak according to the data and compare the conjectures with the data.”, “Combine personal opinions into a group opinion.”, “Conjecturing worksheets should be written down in words instead of giving examples.” and “Each classified personal conjecture of different category should bring up a group conjecture.”; stage three “Combine group opinions into a class opinion.” and “Premise shouldn’t be regarded as conjecture.”, stage four “Add premise before class conjecture.” and stage five “Explain math conjecture with reasonable math knowledge.” Establish different social norms and mathematics conjecturing norms in different mathematics conjecturing teaching stages.
The research results find out that mathematics conjecturing teaching norms support the whole mathematics conjecturing teaching. There will be different norms in different mathematics conjecturing teaching stages. Some of them are social norms, and some of them are mathematics conjecturing norms. It comes out that the proportion of mathematics conjecturing norms increases more than social norms when developing different stages of mathematics conjecturing teaching.
Finally, this research provides suggestions to the first-time mathematics conjecturing teaching instructors and establishing mathematics conjecturing norms instructors and gives directions to future research.

参考文献 ( 48 ) 〈TOP〉

林碧珍（2015）。国小三年级课室以数学臆测活动引发学生论证初探。科学教育学刊，23（1），83-110。
连结：
王淑敏（2013）。一位国小六年级教师发展数学推理规范历程之行动研究。国立新竹教育大学数理教育研究所硕士論文，未出版，新竹。
林杏珠（2012）。探究国小五年级课室数学推理历程的发展。国立新竹教育大学数理教育研究所硕士論文，未出版，新竹。
林碧珍（2013）。师资培育者帮助教师协助学生学习数学的教师专业发展研究。行政院国家科学委员会专题研究计画期末报告。（计画编号：NSC99-2511-S134-005-MY3），未出版。
林碧珍（2014）。数学教师与其师资培育者的专业发展：统整理论建构与实务应用子计画一：国小在职教师设计数学臆测活动的专业成长研究。行政院科技部补助专题研究计画。（计画编号：NSC 100-2511-S-134-006-MY3），未出版。

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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。