Abstract
The researcher wants to investigate the feasibility and effectiveness of Multi-Stage Dynamic Assessment (MSDA) model be applied to mathematics problem solving teaching for first graders on present curriculum. It has taken the between paired grouping experimental design to proceed study. The screened sample is 24 by pre-testing, and paired 12 to each group. One group is mediated by multi session dynamic assessment, the other take self-practice. The two groups accept post and transfer testing. Next the data are analyzed by adequate statistical methods. The sample gain scores and transfer testing performance of treatment group are better than counterpart significantly, and transfer performance is also affected by post-testing. The effectiveness of cumulative facilitation, potential discrimination, deficiency diagnosis and prescription for multi session dynamic assessment are found in treatment group.
| Keywords: | zone of proximal development (ZPD); dynamic assessment (DA); remedial instruction; mathematics problem solving (MPS); intervention of scaffolding instruction |
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