The purpose of this research is to explore the implementation of problem posing teaching activities in the seventh grade math class, including cooperative posing and individual posing, and to suggest specific teaching methods to those teachers who are interested in introducing problem-posing instruction in their classes.
The research subjects were from one of grade seven classes and class materials were mainly based on textbook. In the first semester of the school year 2002, students received in a traditional mathematics class, and then in the second semester, they received one problem-posing lesson per week self-study period. There are two phases for this problem-posing research: four times cooperative posing and three times individual posing. During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, video-taping, self-introspecting, and asking students to keep diaries. The researcher examined results by triangulation and evaluated students¡¦ problem-posing abilities.
The result of this research showed that students performed differently in different units. Of the seven units, the order of the highest score to the lowest is: Negative numbers, Volume and capacity, Approximation, Division of fraction, H.C.F. and L.C.M., The four basic operation, and, Number and Measures. In this regard, the researcher suggested that if teachers want to integrate problem posing into instruction , it would be more appropriate to apply to those units students received higher scores.
As for the early phase of this implememtation, students did not know how to discuss with each other. Gradually they improved and understood the meaning of team work. As for the topics of activities, some students came out with something related to names and life events; other students used news and adolescent topics as discussion materials. As for evaluating classmates¡¦ topics, students did not know how to give suggestions nor to spot other classmates¡¦ mistakes. Sometime, they contradicted themselves when they gave suggestions. Finally they could focus on data, discussed, and gave concrete suggestions. The researcher also found that students evaluated the numerical information content of the problems they posed and checked if they are reasonable and if the problems meet teachers¡¦ requirements. As for editing their own questions, some students did not pay attention to their classmates¡¦ suggestions; some paid attention to peer suggestions but made the problems worse. After thorough practice, students learned how to make proper revisions.
In all, there are advantages of implementing problem posing into matehmatics instruction. The advantage of cooperative posing is to create a team learning environment while the advantage of individual posing is to stimulate individual creative thinking in posing problems.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0721103-231725 |
| Date | 21 July 2003 |
| Creators | Chuang, Mei-Lan |
| Contributors | Shuk-Kwan Leung, Man-Li Liu, Ru-Fen Yao |
| 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-0721103-231725 |
| Rights | unrestricted, Copyright information available at source archive |
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