Abstract
The study aimed to implement conjecturing-centred teaching in a fourth- grade classroom to investigate the pupils’ conjecturing thinking process and active thinking ability. The research design was based on the action research method and conducted through two circles which lasted for three months. The research subjects were 24 fourth-graders divided into four groups. They carried on mathematical reasoning and resolving by means of “entry step”, “attack step” and “review step” in the conjecturing-centred mathematical activities. The teacher led the pupils to pose a general rule, test that rule, and then revise a conjecture accordingly. The pupils constructed their conceptions gradually in the circle that consisted of posing a conjecture, testing it, believing it, or rejecting it. The collected data included videotapes, conjecturing thinking process checklists, active thinking ability observation notes, semi-structured interviews, students’ learning files, instructional journals, and researcher’s reflective records. The research findings showed that: First, there were five factors that stimulated the pupils to bring up conjectures. Second, the conjecturing thinking process of fourth-graders consisted of observation, conjectures suggesting, verification and generalisation. Third, the pupils with different performances had different manifestations in basic thinking, reorganising thinking and problem solving thinking. The conclusions were declared as follows: (1) While implementing conjecting-centered teaching, teachers should consider the thinking process of mathematics conjecturing of different level of pupils and provide them with the appropriate guidance. (2) Implementing conjecturing-centred teaching can help different achievers construct their mathematical knowledge. (3) Implementing conjecture-centred teaching can help lower achievers improve their active thinking ability.
Author Information
Qian-Ting Liao, National Changhua University of Education, Taiwan
Erh-Tsung Chin, National Changhua University of Education, Taiwan
Shu-Hui Hsiao, National Changhua University of Education, Taiwan
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