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|Other Titles:||An Investigation of Mathematics Conjecturing-Inquiry Practice: A Case of Binary Number Pattern Exploring Activity|
Chih-Yen Liu and Erh-Tsung Chin
Science Education Center,National Normal University
The purpose of this study is to investigate a junior high school mathematics teacher's conjecturing-inquiry teaching practice by means of the grounded theory. This is a longitudinal panel study over one academic semester. The qualitative data collected from videotaping of teaching practice, in-depth intervlews, after-class discussion, and teacher's reflection. In addition, the coding categories and the story line of research results were constructed accordingly by open coding, axial coding, and the constantcomparative method of analysis. The results reveal that the teacher initiates the conjecturing-inquiry teaching with strategies of specialising, systematising, generalising and analogy. Further teacher applie analytic scaffoding to help students to justifying and refuting the validity of results of generalize and pattering, which combined with teacher's personal mathematical proficiency and the guidance of mathematical concept and procedure. Finally, the consistent conclusion was formulated from whole classdiscussion, interpretation, examjnation, and induction.
|Appears in Collections:||科學教育月刊|
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