国小教师设计生活情境数学课程之研究摘要-数学暨资讯教育学系.pdfVIP

數 數 若玲 北 立 北數理 行行 兩 六年 數 行行 索索 數 數 數 念 數 念 數 數 不論 省 歷 數 數 力 都樂 來數 數 連 數 歷 數 參 數 行 64 數 A Research on the Design of Situational Math Course associated with Daily Life Situations by Elementary School Teacher HUANG JO LING JING CHUNG Abstract This study was conducted using collaborative action research method. Its main purpose was to investigate how the researcher and two sixth grade teachers selected three units from a formal math course in order to conduct a three-stage action research. In the first “investigative stage”, the collaborative teachers investigated the students’ common interests. Relying solely on the textbook’s context, they designed math problems that assimilated with daily life situations. In the second “developmental stage”, the collaborative teachers could now work within the proposed mathematical concepts. By bringing in examples from our daily lives, from art, and from architecture that were symmetrical; the collaborative teachers could help the students structure these concepts. The teachers were also able to collaborate in designing activities that could help the students apply their knowledge when solving math problems from daily life situations. In the third “creative stage”, the collaborative teachers could now work more freely. Using the scho