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題名 | 職前教師回答數字常識問題所使用之解題策略的個案研究=A Case Study of Problem-Solving Strategies Used by Pre-service Teacher When Responding to Number Sense Problems |
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作者 | 王菱玉; 楊德清; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 27 2002.06[民91.06] |
頁次 | 頁57-79 |
分類號 | 523.35 |
關鍵詞 | 職前教師; 數字常識; 解題策略; Pre-service teacher; Number sense; Problem-solving strategies; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討前教師解數字常識問題所使用之解題策略,以瞭解職前教師在數學學科知識---數字常識上的表現。研究者參考文獻設計數字常識問題作為研究工具,並以此工具訪談二位職前教師。 研究結果顯示受訪者A由於接受過數字常識相關知識的課程,因此在面對訪談問題時,能夠以數字常識方式解題。然而受訪者B則由於不具備數字常識的能力,以致於回答訪談問題時,其解題策略與思考模式皆侷限於傳統算則方式,而無法以有意義與有效率的方式解決問題。此結論證實了Ma(1999)的研究結果,當我們想要改善學生的數學教育時,我們也必須去改善教師的教學知識。而且數字常識已被視為小學數學教育的主要目標之一,因此,職前教師具備數字常識的能力是必須的。 |
英文摘要 | The purpose of this study was to investigate the problem-solving strategies used by pre-service teacher when responding to number sense problems. Researcher designs twelve number sense problems consulting relative literature as research instruments and interviews two pre-service teachers. The interview results indicated that one pre-service teacher could use number sense strategies to solve these problems due to she had taken number sense related course. However, the strategy and thinking processes of second pre-service teachers was limited to using standard written algorithms without understanding number sense. This result confirms the statement of Ma (1999) "while we want to work on improving students' mathematics education, we also need to improve their teachers' knowledge of school mathematics". Since teaching and learning number sense has been considered to be an important topic in the elementary school education, the teacher need to have profound understanding on number sense. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。