形成性評量融入國小六年級建構導向數學教學之探討

Formative Assessment Integrates into Constructivist based Mathematic Teaching of Sixth-grade

本研究採質性研究，探討在國小六年級數學課室，實踐形成性評量融入建構導向教學，教師所做的考量與教學決定，對學生數學學習的影響，以及教師的省思與改變。發現形成性評量融入建構導向教學，在實際教學現場確實可行。在建構導向的佈題、思考、小組活動、發表、總結和應用練習之教學流程，加入循環賽活動（round-robin activities）、核心問題（hinge questions）、數學討論（mathematical discourse）、離開卡（exit cards）之形成性評量策略與工具，成功的將形成性評量融入建構導向的數學教學中。同時透過師生或同儕互動，幫助學童建構數學新知識，以及形成性評量能使建構導向教學的鷹架協助更加具體化，讓教師做出最佳的教學決定，促進學生的數學學習。

This study use the qualitative research. The overall goal is to identify the influence for a student's math ematicallearning while teacher making the different teaching decisions and the response and change of the teacher when unexpected result appeared in the context of the association between constructivist-oriented teaching and formative assessment among a class of sixth grade students. We found out constructivist-oriented teaching together with the formative assessment is feasible. By combining formative assessment strategy， such as round-robin activities, hinge questions, mathematical discourse and exit cards, and the process of constructivist-oriented task design, student reflection, group activity, presentation, conclusion and application together, the annexation between formative assessment and constructivist-oriented in mathematical teaching successfully. By teacher-student interaction and peer interaction, students can construct new knowledge in the field of mathematic. In addition, the scaffolding theory from constructivist-oriented teaching is more clearly after the assistance of formative assessment. This provides teachers to make the optimal decision for their teaching and help their students progressed ultimately.