| Mathematical communication seems to be the important part of the standard formathematics of full-time compulsory education. As a critical component of communicationbetween teacher and students in the class, the Questions seem to influence students’motivation and academic achievement. Nowadays,“Cooperative Learning†mode is oftenused in math classes in Europe and America. Is there any feather among Questions in thosemath classes which is not available in traditional teaching mode? In order to look for theanswer, I read a lot of literatures and made an analysis of data I collected in math classesduring my internship in several aspects. Then I concluded that there are four feathers aboutthe Questions submitted in math class under “Cooperative Learning†mode in middleschool:1. Questions that teacher asks are much more open and creative, which can helpdevelop students’ mathematical thinking;2. Teacher gives students a long time to think and answer, which helps create morespace for students to think;3. Wider coverage of those questions makes full exchange between teachers andstudents;4. There has been sufficient time for students to communicate with each other ingroups.According to the framework developed to explain mathematical communication levelby Hufferd-Ackles, we can find that the openness of Questions not only provided studentsmore space to think but also made a diversity of responses. So that, these feathers could befell into level2of this framework. In another hand, however, the math teacher stillcontrolled the teaching process. Even though she wanted to be a collaborator and givestudents more chances to exchange, apparently that students still relied on this teacher. In addition, students in class didn’t take the initiative to ask questions to teacher. So, I have torecognize that these feathers could not be fell into level3of this framework. In conclusion,the so-called “Cooperative Learning†mode that we used should be further scrutinized andimproved. |
PDF Full Text Request