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將CRA教學法融入澳門小學融合班數學課程 之行動研究-以二年級兩位數減法單元為例 =: An Action Study of Integrating Concrete-to-Representational-to-Abstract (CRA) into the Mathematics Learning of Integrated Classes in Macao Primary Schools - Taking the Two-digit Subtraction Unit of Grade 2 as an Example Concrete-to-Representational-to-Abstract (CRA)

University of Saint Joseph

Macau

2023

152

eng

將CRA教學法融入澳門小學融合班數學課程 之行動研究-以二年級兩位數減法單元為例 =

Library Catalog (Koha)

M-ED 2023 ZHU,YAN

The Education and Youth Development Bureau (2016) Mathematics Curriculum Guidelines mentioned that the mathematics curriculum reform in Macao has urgently required schools to teach students according to their aptitude since the Middle Ages. Mathematics is a very important subject in education, and it is an indispensable skill in human life. The classroom teaching content and teaching environment of primary school mathematics have gradually changed, and the relatively abstract logic of mathematics subjects is inversely proportional to the specific image thinking of primary school students in lower grades. At the level of mathematical cognition, they are interlocking and indispensable. Educators should grasp every link of teaching, analyze students' difficulties, and design corresponding teaching strategies to solve students' difficulties, especially understanding of abstract problems for primary school students in lower grades. This study aims to investigate whether the application of CRA pedagogy in the mathematics curriculum of lower grades in integrated primary schools in Macao can improve learners' learning outcomes. Using action research method, the researcher conducted the research in 18 mathematics classes in four weeks. This research is based on the original teaching materials and the researcher's self-compiled teaching materials, and selects two-digit non - abdication reduction, abdication reduction, text reduction, non-abdication continuous reduction, abdication continuous reduction and text continuous reduction for research, and integrates CRA into the classroom teaching mode. In this study, a total of 24 second-grade students from an integrated school in Macau were used as the research objects. Before and after the implementation of teaching activities, the same test was used to test the same group of students before and after, and qualitative analysis was conducted through classroom video, classroom observation, teacher reflection records, interviews, and classroom activity records. In addition, quantitative analysis was performed using pre- and post- test results and questionnaire results. Ultimately, the following conclusions were drawn from the analysis of the research data: 1. The use of CRA-style teaching can help improve learners' learning outcomes in mathematics 2. Learners like the teaching design of CRA integrated into mathematics learning, and also think that it can improve their mathematics ability This study found that the CRA-style teaching method has a positive effect on the mathematics teaching of lower grades in Macao's integrated schools. The government can promote this teaching method through education departments and educational institutions, so that more schools and teachers can understand and apply the CRA- style teaching method 教育及青年發展局（2016）數學課程指引提及澳門數學課程改革從中世紀開始迫切要求學校教與學做到因材施教，數學在各個年齡段教學中是一門至關重要的學科 ，它是人類生活中不可缺的必備技能 。數學科目較爲抽象邏輯性强與小學低年級學生具體形象思維成反比，數學認知層面上是環環相扣，缺一不可，教育者更應該把握好教學每一個環節，分析學生困境，設計相對應教學策略爲學生解困。解决對小學低年級學生對抽象問題理解。 本研究旨在探究澳門融合小學低年級數學課程中應用CRA教學法是否能夠提高學習者的學習成效。研究者采用行動研究方法，在共計四周18節數學課中進行研究。本研究基於原有教材以及研究者自編教材爲基礎，並選用兩位數不退位减、退位减、文字减、不退位連减、退位連减和文字連减進行研究，在課堂中融入CRA教學模式。在本研究中，共有24名澳門某融合學校二年級學生作爲研究對象。在實施教學活動前後，使用相同的測試對同一組學生進行前後測試，並通過課堂錄像、課堂觀察、教師省思記錄、訪談以及課堂活動記錄等方法進行質性分析。此外，利用前後測試結果和問卷調查結果進行量化分析。最終，通過分析研究數據得出以下結論： 1、運用CRA式教學有助於提升學習者之數學學習成效 2、學習者喜歡CRA融入數學學習的教學設計，亦認爲可以提升他們的數學能力 本研究發現，CRA式教學法在澳門融合學校低年級數學教學中有積極作用，政府可以通過教育部門、教育機構等宣傳推廣該教學法，讓更多的學校和教師瞭解並應用CRA式教學法。In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, June 2023Supervisor : Chiang Hsu-Min

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