The purpose of this study is to integrate problem-posing teaching activities into mathematics curriculum for grade four elementary school students. The contents include three units on number and operation. Data collection included using the parent-child problem-posing worksheet, student mathematics diary, teacher teaching journal, mathematics attitude measurement form, parent and students interviews, in order to study the influence of problem-posing teaching on teacher and students mathematics attitude and parent-child interactions. The investigator aimed at bringing up specific suggestion on teaching.
There are six results in this study:
1. Problem-posing teaching can increase students¡¦ problem-posing ability.
2. Problem-posing teaching can improve students¡¦ mathematics attitude.
3. Problem-posing teaching can enhance students¡¦ mathematics learning.
4. Parent-child problem-posing can promote parent-child co-learning, and increase parent-child interactions.
5. Parent-child problem-posing can make parent understand their children¡¦s mathematics curriculum, and they are not afraid when supervising children.
6. In teacher¡¦s reflection, it recorded that a change of teaching mode to problem posing to promote mathematics learning was feasible, and problem-posing teaching fit in the ¡§student-centered¡¨ teaching spirit of Nine-years-integration.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0717107-113530 |
| Date | 17 July 2007 |
| Creators | Kuo, Hsien-chung |
| Contributors | none, Shuk-kwan Leung, Zuway-r Hong |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0717107-113530 |
| Rights | campus_withheld, Copyright information available at source archive |
Page generated in 0.0018 seconds