發展國小教師數學教學之佈題能力－以分數乘除法教學為例

Developing Elementary School Teachers' Problem-Posing Abilities: Examples of Teaching Multiplication and Division of Fractional Numbers

10.6173/CJSE.2001.0901.02

劉祥通(Shiang-Tung Liu)；周立勳(Li-Shiung Chou)

協同行動研究 ； 數學佈題 ； 數學寫作 ； 分數教學 ； Cooperative active research ； Mathematics problem-posing ； Mathematics writing ； Fractional teaching

科學教育學刊

9卷1期（2001 / 03 / 01）

15 - 34

繁體中文

在當前國小數學的教學中，教師必需具備以數學佈題促進學生建構數學知識的能力。本研究為協助國小教師發展數學教學的佈題能力，筆者採用協同行動研究，邀請三位六年級教師及一位參與研究者組成研究小組，共同探討相關文獻、分析有關“分數乘除法”三個單元教學目標與教學活動、研擬數學佈題策略並進行教學；同時藉由每單元教學前後兩次的小組討論，發掘教學問題與掌握學生分數乘除法的知識，據以修正教學行動方案，進行再次教學。結果顯示教師在研究歷程中雖能獲得佈題能力的成長，但也發現教師數學佈題的表現仍深受教材份量因素的限制。

For current elementary schools, a mathematics teacher must have the ability to problem posing ability during students' construction of mathematics knowledge. In order to develop the problem posing ability of teachers, this study invited three sixth grade teachers and a researcher to conduct cooperative action research. The research group reviewed the literature, analyzed instructional objectives, analyzed instructional activities, to discussed problem solving strategies, and to taught three units related to multiplication and division of fractional numbers. Also, through the discussions held before and after teaching of each unit, the research group analyzed instructional practice, which subsequently modified the teaching approaches. This study found that the research teachers refined their problem posing abilities during the research process. Yet, the quantity of the mathematical material restricted the development of those abilities.

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