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The development and reflections of elementary school grade three number and operation problem-posing curriculum and instruction

This study focuses on the result of problem-posing teaching, covering units on number and operation on third grade elementary school students. The problem-posing teaching method incorporates: teacher formulating problem, discussion and debate, problem-solving activities, and problem-posing activities. This researcher was also the one who carried out teaching. The teachers guide was adapted from the teaching goals of textbook published by KNSH in 1993 and the researcher selected the units on number and operation from the fifth and sixth volumes. We used the teacher¡¦s math diaries, videotapes of actual teaching sessions, observation notes on teaching records, students¡¦ feedback surveys, and interviews of students. The objectives of this study are: 1. developing and integrating problem-posing into mathematics curriculum; 2. promoting students¡¦ ability in communication; and, 3. reflecting upon practice on problem-posing instruction through action research.
There results are three results. First, when comparing performances of experimental class to control group, 5 out of 9 units were having statistical significance and 4 were not. Second, students¡¦ ability in communication improved after problem-posing instruction. Third, two challenges were identified when teachers implemented the problem-posing activities.

Identiferoai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0712106-152731
Date12 July 2006
CreatorsWu, Chai-hui
Contributorsnone, none, none
PublisherNSYSU
Source SetsNSYSU Electronic Thesis and Dissertation Archive
LanguageCholon
Detected LanguageEnglish
Typetext
Formatapplication/pdf
Sourcehttp://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712106-152731
Rightsunrestricted, Copyright information available at source archive

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