The integrated project aims at developing the grounded theory of just-do-math (JDM) education in Taiwan. This project is proactive research which has theoretical and applied dimensions. Accordingly, the aims of the integrated project include (1) to produce mathematical grounding activities (MGAs) and evaluate their effectiveness, (2) to evaluate the effectiveness of workshops for teacher educators, (3) to develop professional learning models for teachers who implement the camps, teachers who design MGAs, and their teacher educators. The research results included that (1) MGAs have three characteristics, three design principles and strategies; (2) evaluation questionnaires were developed and validated according to the ARCS model as for different roles of teachers; (3) Under the JDM context, the characteristics of teacher professional development include ‘multiple approaches which are active and flexible’, ‘multi phases of reflective practice’, ‘identity construction with double glories’. Besides, the first sub-project aims at designing MGAs and MGAs in class for developing spatial reasoning and deductive reasoning. Through three phases of design research: preparation, implementation, and evaluation, we explore the effectiveness and theoretical underpinning of effective MGAs and MGAs in class. In the second year, two MGAs and two MGAs in class were developed and evaluated. Based on empirical studies, it was found that MGAs and MGAs in class considering both cognitive and affective factors can effectively intertwine learners’ thoughts and actions, and enhance learning outcomes under teachers’ diagnostic and constructive interventions.
|Effective start/end date||2017/07/01 → 2018/09/30|
- Just-Do- Math
- mathematical grounding activities
- mathematical grounding activities in class
- design-based research
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