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|Other Titles: ||The effects of adjusting in-class activity on low-achieving students in junior high school math class|
|Authors: ||陳美貞;Chen, Mei-Chan|
|Keywords: ||合作學習;文本閱讀;提問教學;Collaborative Learning;Text reading;Inquiry-based instruction|
|Issue Date: ||2011-12-28 18:12:14 (UTC+8)|
Teaching mathematics for thirty six years, I often thought about how to adjust instructional approaches and how to increase student’s interests of learning for low-achieving students so that every student in my class can learn effectively. Improving student’s mathematic proficiency, learning attitudes, and learning performance was my primary goal of teaching. Last year, I happened to teach a unique seventh-grade class. I was responsible for two seventh-grade classes that were all freshmen in the school at that time. Few days after matriculation, I soon realized that the number of students with superior mathematic proficiency in one class was less than one fourth of the entire class. In the other class I taught, the number of students with low mathematic proficiency was also less than one fourth of the entire class. After one-year instruction, comparing the scores of final exam between these two classes, the number of superior students in the former class exceeded the latter one. However, there were nine students whose score was less than forty in the former class. With normal class assignment, this twin-peak phenomenon should not exist in a seventh-grade class. This was the problem I aimed to investigate in this study.
This study was an action research with three purposes:
(1)To change the instructional method into collaborative learning to promote active learning.
(2)To reinforce the implementation of inquiry-based instruction to help students develop the ability to construct their own mathematic mental models.
(3)To enhance students’ ability of textual reading to establish the ability of self-learning.
Based on the purposes, I first changed my instructional approach into collaborative learning. After implementation, I administrated the mathematics class evaluation survey and compared the scores among mid-term and review examinations. Triangulating with the survey results, this study investigated which instructional method benefited students the most, and concluded with suggestions and implications.
|Appears in Collections:||[數學學系暨研究所] 學位論文|
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