sử dụng nghiên cứu bài học để phát triển năng lực giao tiếp toán học cho học sinh trung học cơ sở bản tóm tắt tiếng anh

29 608 0
  • Loading ...
1/29 trang

Thông tin tài liệu

Ngày đăng: 03/10/2014, 11:00

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF PEDAGOGY HO CHI MINH CITY HOA ANH TUONG Specialization: Theory and Methods of Teaching and Learning Mathematics Scientific Code: 62.14.01.11 SUMMARY OF DOCTORAL THESIS ON EDUCATIONAL SCIENCE HO CHI MINH CITY– 2014 THE THESIS COMPLETED IN: UNIVERSITY OF PEDAGOGY HO CHI MINH CITY Supervisor: Assoc. Prof. Dr. Tran Vui Reviewer 1: Prof. Dr. Dao Tam Vinh University Reviewer 2: Assoc. Prof. Dr. Nguyen Phu Loc Can Tho University Reviewer 3: Dr. Le Thai Bao Thien Trung University of pedagogy Ho Chi Minh city The Thesis Evaluation University Committee: UNIVERSITY OF PEDAGOGY HO CHI MINH CITY Thesis can be found at: - General Science Library of Ho Chi Minh City - Library of University of Pedagogy Ho Chi Minh City THE PUBLISHED WORKS OF AUTHOR RELATED TO CONTENT OF THESIS 1. Hoa Anh Tuong (2009), Lesson study-a view in researching mathematical education, Journal of Science and Education, Hue University’s College of Education, ISSN 1859-1612, No. 04/2009, pp 105-112. 2. Hoa Anh Tuong (2009), Research to make opportunity for students to communicate mathematics, Journal of Education, Ministry of education and training, ISSN 0866-7476, No. 222 (period 2-9/2009), pp 50-52. 3. Hoa Anh Tuong (2010), Mathematical creativity in teaching exercises, Journal of Saigon University, ISSN 1859-3208, No. 04 (9/2010), pp 54-60. 4. Hoa Anh Tuong (2010), Using lesson study in the lesson “Area of a Polygon”, Journal of Science, Ho Chi Minh city University of Education, ISSN 1859- 3100, No. 24 (12/2010), pp 133-140. 5. Hoa Anh Tuong (2011), Thalès theorem-A research to improve the quality of teaching and learning, Journal of Science, Ho Chi Minh city University of Education, ISSN 1859-3100, No. 27 (4/2011), pp 54-61. 6. Hoa Anh Tuong (2011), Approach a problem by solving different ways, Teaching and learning today, Journal of Vietnam central learning promotion association, ISSN 1859-2694, No. 9 (2011), pp 59-60. 7. Hoa Anh Tuong (2011), To look at the problem in different ways, Journal of Science, Saigon University, ISSN 1859-3208, No. 07 (9/2011), pp 105-111. 8. Hoa Anh Tuong (2011), Using the external visual representations in mathematics for teaching students grade 6, Journal of Science, Vinh University, ISSN 1859-2228, Vol 40, No.1A (2011), pp 56-65. 9. Hoa Anh Tuong (2011), Using “Open–ended problem” stimulus student to communicate mathematics, Journal of Science, Ho Chi Minh city University of Education, ISSN 1859-3100, No. 31 (10/2011), pp 121-124. 10. Hoa Anh Tuong (2012), Approaching “Open–ended problem” helps students study geometry actively, Journal of Science, Vinh University, ISSN 1859- 2228, Vol 41, No. 1A (2012), pp 85-91. 11. Hoa Anh Tuong (2013), Focus on innovative teaching method-a view of practical researcher, Journal of Science, Saigon University, ISSN 1859-3208, No. 14 (6/2013), pp 81-87. 12. Hoa Anh Tuong (2010), Theoretical basis of constructivism theory in mathematics teaching, Proceedings of the scientific conference of master students and PhD students in 2010, Ho Chi Minh city University of Education, pp 92-102. 13. Hoa Anh Tuong (2010), Lesson study- Theoretical basis và applying in mathematics teaching, Proceedings of the scientific conference of master students and PhD students in 2010, Ho Chi Minh city University of Education, pp 103-116. 14. Hoa Anh Tuong (2012), The Use Of Visual Representation In Reasoning And Expanding Mathematics Problem: Lesson Study On The Area Polygon, Proccedings of the 5th International Conference on Educational Research (ICER) 2012, Challenging Education for Future Change, September 8-9, 2012, Khon Kaen University, Thailand, pp. 417-424. 15. Hoa Anh Tuong (2013), Applying "open - ended task" to help secondary students to communicate mathematics, Proccedings of the 6th International Conference on Educational Research (ICER) 2013, ASEAN Education in the 21 st century, February 23-24, 2013, Mahasarakham University, Cambodia, pp. 394-405. 16. Hoa Anh Tuong (2013), Solution to decrease distance between training teachers of education mathematics and teaching mathematics of new teachers in vietnamese secondary school, International Conference on Mathematical Research, Education and Application, December 21 st -23 rd , 2013, UEL, VNU- HCMC 2013, pp.105. (abstract) 17. Hoa Anh Tuong (2014), Apply model of lesson study in teaching mathematics, Proceedings of the scientific conference on the teaching of natural sciences in 2014, An Giang province, pp. 127-134. 1 INTRODUCTION 1. Definition of terms Mathematical communication is a way of sharing ideas and clarifying understanding. Through communication, ideas become the objects of reflection, refinement, discussion, and amendment. The communication process also helps to build meaning, permanence ideas and makes them public (Lim, 2008). Mathematical communication competence: including the disclosure is our own political opinions about the mathematics problems, understand people's ideas when they present the matter, express their own ideas crisply and clearly, use mathematical language, conventions and symbols (Pham Gia Đuc và Pham Đuc Quang, 2002; Mónica Miyagui, 2007). Open-ended problems are often thought of as tasks for which more than a single correct solution is possible (Erkki, 1997). Foong (2002) describes the open-ended problems as “ill-structured” because they comprise missing datas or assumptions with no fixed procedures that guarantee a correct solution. Lesson study is a professional development form in which research on teaching and learning in classroom is carried out systematically and collaboratively by a group of teachers in order to improve their teaching practices (James W.Stigler & nnk, 2009; Nguyen Thi Duyen, 2013). A group of teachers collaboratively designs the lesson plan, implements and observes the lesson in the classroom, discusses and reflects on the lesson which is taught, revises the lesson plan, and teaches the new version of the edited lesson plan. A study lesson is a lesson that the lesson study group chooses to explore in the lesson study process. 2. Introduction Mathematical communication and lesson study have been much interested in many countries: • “Communication process helps students understand mathematics more deeply” (NCTM, 2007). • “Communication has been identified as one of the core competencies for students to develop” (Luis Radford, 2004). 2 • Chang (2008) stated “The first goal of mathematical communication is to understand the mathematical language”. Emori (2008) stated “All the mathematical experiences are done through communication. Mathematical communication is needed to develop mathematical thinking because thinking development is explained by the manner's language and ways of communication”. • Lesson study helps teachers continuously innovate teaching and improve learning for students. In lesson study, teachers play a central role in deciding what is new in teaching and learning and directly implement innovation in the real classroom. Through lesson study, teachers do accumulate real experience, and improve lesson study. In this study, we tried to design lesson plan discussed colleagues by the process of lesson study in order to provide the opportunities for students to show, debate, deduce, and present the proof. Since then, they need to communicate and evoke mathematical ideas in the process of constructing new knowledge. We choose the research topic: "Using lesson study to develop mathematical communication competence for secondary school students." 3. Purpose of the study • How to organize classroom to promote and develop students’ mathematical communication competencies. • To research and design a number of lesson contents in mathematics grade 8 to promote students to communicate mathematics. • To look at the scale levels of mathematical communication competence are used in evaluating students through some of study lessons been studied experimentally. 4. Research Questions The first research question: How to use basic way of communicating mathematics effectively (mathematical representation, interpretation, argumentation, and presenting the proof) in mathematics classroom? The second research question: How to organize mathematics classroom that can promote and develop students’ mathematical communication competencies? The third research question: Which lesson contents in mathematics grade 8 and how to design lesson plans create opportunities for students to promote mathematical communication process? 3 The fourth research question: How to evaluate the development of communicative competence of students through studied lessons? 5. Research tasks • To find out the basic way of communicating mathematics is suitable for secondary school students. • To find out the conditions or situations in the classroom can occur the basic way of communicating mathematics. • To choose some of study lessons implemented by lesson study process can create conditions for students to show the basic way of communicating mathematics. • To give the scale levels of mathematical communication competence. 6. The significance of the study The thesis will be meaningful for education by: • Surveying the basic way of communicating mathematics which is expressed by Vietnamese students in the classroom. • Proposing forms of teaching methods to develop mathematical communication competence of students according to their mathematical ability; thereby, forming confidence for Vietnamese students in sharing, discussing with peers and teachers. • Designing some lesson plans in mathematics grade 8 has many opportunities to promote students to communicate. • Proposing the scale levels of mathematical communication competence. 7. The layout of the thesis The thesis included 6 chapters except for the introduction and conclusion remark. Chapter 1. Mathematical communication in classrooms. Chapter 2. Lesson study and open-ended problems. Chapter 3. Methods. Chapter 4. Developing mathematical communication competence through lesson study. Chapter 6. Conclusion and recommendation. Chapter 5. The results of the research questions. 8. Summary of introduction Chapter 1. Mathematical communication in classrooms 1.1. Origin of mathematical communication “Mathematical communication is a kind of communication. Greek origin of the word communication is related with community… Mathematical communication is the communication in mathematics” (Isoda, 2008). 4 1.2. Communication in mathematics classrooms Communication in mathematics classrooms is the interaction between students-teacher-students, through verbal communication and using everyday language. 1.3. Other studies in mathematical communication We present some mathematical communication practices in some countries. In thesis, we choose the meaning of communicate mathematical is the way students express their mathematical perspectives (Brenner, 1994). Mathematical communication has three distinct aspects: Communication about mathematics, communication in mathematics, communication with mathematics. 1.4. The role of mathematical communication in classrooms Emori (2008), “Mathematical communication is a key idea which is important not only for the improvement to learn mathematics but also for the development of necessary skills in the development of sustainable society knowledge”. 1.5. The scale levels of mathematical communication competence 1.5.1. The six proficiency levels in mathematics In six proficiency levels in mathematics, from the third level, it has proficiencies: Representation, interpretation, argumentation and reasoning. 1.5.2. The basic way of communicating mathematics In this research, I choose the basic ways of communicating mathematics: Representation, interpretation, argumentation, presenting the proof because these basic ways are related to communicating mathematics. 1.5.3. Standard about communicating mathematics 1.5.3.1. Four forms of communication in Mathematics classroom Oral communication; listerning; speaking communication; and writing. 1.5.3.2. Standard about mathematical communication Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely (NCTM, 2007). 1.5.4. The scale levels of mathematical communication competence 1.5.4.1. The scale levels of mathematical communication competence 5 Level zero. No communication Level 1. Expressing initial idea - Students describe and present methods or algorithms to solve the given problem (not to mention the method is right or wrong). - Students know how to use the mathematical concepts, terminologies, symbols and conventions formally. Level 2. Explaining - The students explain the method acceptably and present reasons why they choose this method. - Students use the mathematical concepts, terminologies, symbols and conventions to support their ideas logically and efficiently. Level 3. Argumentating - Students argue the validity of a method or algorithm. Students can use examples or counter-examples to test the validity of the method or algorithm. - Students can argue which appropriate mathematical concepts, terminologies, symbols and conventions they should use. Level 4. Proving - Students use mathematical concepts, mathematical logic to prove the given results. - Students use mathematical language to present mathematical results. 1.5.4.2. Example of mathematical communication We illustrated a lesson on October 3, 2010 in class 6A3 (51 students) of Saigon Practical High school. Friday, August 26th 2011 was Vi’s birthday. a) After 7 days was of her mother’s birthday. What should be the day and date of her mother's birthday? Why? b) What should be the day after 52 days from the birthday of Vi? Why? c) November 20th 2011 was Vi father’s birthday. What should be the day? Why? • Student showed the basic way of communicating mathematics as follows: Representation: Students could use calendar to find the date in a week from 26/8 to 2/9; Monday schedule of every month from 17/10 to 21/11 to 6 find a solution. They knew 7 days respectively 1week, 30 days or 31 days respectively 1 month. Interpretation: Students tried to find a solution. Depending on their abilities, they had different ideas. The easiest way was writtern a specific schedule in a week. If you change the assumptions of the problem, such as sentences b) changes 52 to 520 and change the sentence c) November 20, 2011 to December 27, 2014; this way will be not suitable. Student should understand which solutions could still be used when the requirements have changed. It means that students are aware of the rationality of expression. Argumentation: Students know how to use the law of 7 day cycle, the day will repeat. From there, students know how to find remainder in the division by 7 to find the day. In addition, students remembered how many days have in August and September, then to perform operations unless suitable to find how many days have in the month. Students recognized the problems may have link to each other. Presenting the proof: Students themselves understood how to solve the problem by listening to peers who demonstrated the problem. • Evaluate the scale levels of mathematical communication competence: Expressing initial idea: Students described a way to solve the problem by writing the calendar in the week from 26/8 to 2/9, Monday schedule in the month from 17/10 to 21/11. They applied the algorithm based on the remainder in the division by 7. They used reasonable mathematical operations: addition, subtraction, division. Explaining: Students recognized the validity of each solution. Students realized algorithm to find the remainder in the division by 7 more reasonable than other solution. Argumenting: Students expressed logical reasoning, solution of each problem clearly. Proving: Students used algorithms to find the remainder in division 7, the language of mathematics, logical reasoning in the presenting the proof. 1.6. Summary of chapter 1 Chapter 2. LESSON STUDY AND OPEN-ENDED PROBLEMS 2.1. Lesson study 2.1.1. Origin of lesson study [...]... is equal to 1200 Binh so velocity of Binh is x Time for An go to school is x (km/h) Time for Binh go to school is 1650 x Time for An go to school is 1200 x Time for Binh go to school is more (hour) 1650 than An 5 minutes so we have Time for Binh go to school is 1650 1200 x − =5 equation: x x (hour) 1650 − 1200 450 Time for Binh go to school is more ⇔ =5⇔ = 5 ⇔ x = 90 x x than An 5 minutes so we have... Because velocity of An is equal to Time for An go to school is x Binh so velocity of Binh is x (minute) (km/h) Time for An go to school is 1, 2 x (hour) Time for Binh go to school is 1,65 x Time for Binh go to school is 1650 x (minute) Time for Binh go to school is more than An 5 minutes so we have 1650 1200 (hour) − =5 equation: x x Time for Binh go to school is more than An 5 minutes so we have ⇔ 1650... The distance between An’s house and school is 1200 m, The distance between Binh’s house and school is 1650 m Velocity of An is equal to Binh Time for Binh go to school is more than An 5 minutes Calculate the velocity of An In your opinion, which solution is right or wrong? If solution is wrong which step is wrong? Why? In your opinion, which solution you should choose? Why? To solve this problem well,... model lesson study in practice teaching mathematics in elementary school and secondary school Nguyen Duan and Vu Thi Son (2010) wrote a paper on approaching lesson study to develop professional capacity of teachers Nguyen Thi Duyen (2013) has a number of articles on applied lesson study in the practice of teaching mathematics in high schools 2.1.3 Process of lesson study There are many different variations... knowledge is not too difficult for students to understand • Solving problems by using equations is a difficult form (Algebra 8) for lower secondary school students Through this theme, we want: To give students some analytical skills, write a solution, express, choose unkowns to solve problem simply and briefly To help students find the representing the correlations between quantities by method of establishing... communication competence 3.6 Research tool by the process of lesson study 3.7 The study of mathematics contents 3.7.1 Objectives and requirements of teaching mathematics in secondary school 3.7.2 Research topic • We chose the theme "The area of the polygon" to experiment which is consistent to research topics: 11 To use flexible representations: represented by language, visual images and symbols To... thesis is to design lesson plans in mathematics grade 8 by applying process of lesson study which is suitable for students' cognitive psychology, to create the learning environment "student-centered" and contribute to innovate in mathematics education in lower secondary schools towards the development of mathematical communication competence for students ... lesson plan (James W.Stigler & nnk, 2009) 2.1.4 The factor of implementing process of lesson study To be successful implementation of lesson study process has many factors such as teachers, students, schools, programs, textbooks 2.1.5 Example of implementing process of lesson study From the orientation of textbook to prove theorem sum of 4 angles of a quadrilateral and the formula to find sum of angles... algebraic notation to support their mathematical ideas Students present their solution by speaking fluently, clearly, rather accurately Level 3: Students communicate reflectively and explain why they choose solution in each activity Students express a logical inference when they do activities To solve new problems, students transform solved problems to familiar problem Level 4: Students use mathematical... of the solution is available, students understand the content and express their opinion which solution is right or wrong and analyze the error of wrong solutions (level 1 and 2) Student comments should choose the best solution to apply solving the actual problem (level 2) Students themselves draw experiences when they solve this problem: depending on asking of the problem, we selected an unknown represented . distance between An’s house and school is 1200 m, The distance between Binh’s house and school is 1650 m. Velocity of An is equal to Binh. Time for Binh go to school is more than An 5 minutes equal to Binh so velocity of Binh is x. Time for An go to school is 1200 x Time for Binh go to school is 1650 x Time for Binh go to school is more than An 5 minutes so we have equation: 1650. velocity of Binh is x (km/h). Time for An go to school is 1200 x (hour). Time for Binh go to school is 1650 x (hour). Time for Binh go to school is more than An 5 minutes so we have equation: 1650
- Xem thêm -

Xem thêm: sử dụng nghiên cứu bài học để phát triển năng lực giao tiếp toán học cho học sinh trung học cơ sở bản tóm tắt tiếng anh, sử dụng nghiên cứu bài học để phát triển năng lực giao tiếp toán học cho học sinh trung học cơ sở bản tóm tắt tiếng anh, sử dụng nghiên cứu bài học để phát triển năng lực giao tiếp toán học cho học sinh trung học cơ sở bản tóm tắt tiếng anh

Từ khóa liên quan

Gợi ý tài liệu liên quan cho bạn

Nhận lời giải ngay chưa đến 10 phút Đăng bài tập ngay