National Changhua University of Education Institutional Repository : Item 987654321/11991

English | 正體中文 | 简体中文 | Items with full text/Total items : 6507/11669
Visitors : 30147478 Online Users : 782

RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Scope Adv. Search

Login ‧ Upload ‧ Help ‧ About ‧ Administer

NCUEIR > College of Science > Graduate Institute of Science Education > Proceedings > Item 987654321/11991

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/11991

Title:	Developing a Conjecturing-centered Mathematical Instruction module - Taking “Linear Equations” for Example
Authors:	Chin, Erh-Tsung;Tsai, Yung-Lin
Contributors:	科學教育研究所
Keywords:	Conjecturing;Instructional module;Linear equations;Mathematical proficiency;RME
Date:	2009-10
Issue Date:	2012-07-03T02:40:56Z
Abstract:	The objective of this research was to develop a conjecturing-centered mathematical instructional module for algebraic equations, to discuss the difficulties that might arise during the developing phase and the corresponding coping strategies, and to examine students’ demonstration of mathematical proficiency during their learning processes. The study made use of developmental research approach to construct instructional module through the cycle consisting of design, teaching experiment, reflection and correction. The research built a preliminary instructional module based on the theories of Realistic Mathematics Education [RME] and mathematics conjecturing, with the hypothetical learning trajectories of students taken into consideration. Afterwards, by means of the collaborative teaching experiments carried out by three in-service teachers, the researcher hoped that by way of repeatedly going through the cycle composed of design, teaching experiment, reflection and correction, the refinement of the module could be attained. The research results showed that in the initial phase of developing the instructional module, the main obstacles include: (1) hard to choose appropriate materials to entitle the unit; (2) difficult to arrange succession of the contexts; (3) determining standards for evaluating the module; (4) terms and expressions used should be considered from students’ point of view. From the teaching experiments, it is also found that using questions related to real life contexts can better help students engage in the learning activity and think outside the box to produce diverse ideas. Besides, through group work, idea sharing among students, and the conjecturing process of brainstorming, verifying, and refuting, mathematical proficiency can be elevated. It is finally discovered that via the cycle of design, teaching experiment, reflection and correction, obstacles to developing the module can be effectively resolved, and the optimization of the module can be better achieved.
Relation:	2009 International Conference of East-Asian Science Education, Curriculum and Teaching in Science (6), October 22, 2009
Appears in Collections:	[Graduate Institute of Science Education] Proceedings

Files in This Item:

File	Size	Format
2020500616006.pdf	26Kb	Adobe PDF	325	View/Open

Loading...