The purpose of this study is to investigate the implementation of problem-posing instruction on fraction in a fifth-grade elementary school of aboriginal children in Taitung. Through a pilot and integrating modified problem-posing instruction in mathematics teaching, the investigator studied the performance and learning attitude of children and analyzed the acceptability of the problem-posing teaching processes.
The researcher collected data by using: own constructed fraction problems question sheet, worksheet on problem-posing, worksheet on problem-solving, the teacher¡¦s math notes on instruction, children¡¦s diaries, students¡¦ feedback surveys and post-tests of mathematical problem-solving ability. The researcher analyzed categories of children¡¦s work and contents of problems-posing that children created.
Results indicated that the children made progress in problem-posing performance and ability of problem-solving and behaved positively on learning attitude. From this study, the researcher found that the majority of the students participated in this study were interested in this teaching technique, and students gained confidence in posing and solving mathematical problems. Finally, the teacher could reflect upon practice on problem-posing instruction through action research. The above results yielded instructional implications for teachers who consider integrating problem-posing teaching into mathematics instruction for elementary school children.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0723107-105343 |
| Date | 23 July 2007 |
| Creators | Lee, Cheng-zu |
| Contributors | Zuway R Hong, Shuk-kwan Leung, Wuu-nan Uen |
| 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-0723107-105343 |
| Rights | not_available, Copyright information available at source archive |
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