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題 名 | 國小教師的數學教材知識與教學觀點之探討=An Investigating of Elementary School Teachers' School Mathematics Knowledge and Views of Mathematical Learning and Instruction |
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作 者 | 黃幸美; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 33 2002.12[民91.12] |
頁 次 | 頁201-217 |
分類號 | 523.32 |
關鍵詞 | 數學教材知識; 對兒童學習數學困難的認知; 數學教學觀點; School mathematics knowledge; Knowledge of children's mathematics learning difficulty; Views of mathematical instruction; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以201位國小高年級教師為研究對象,探討其數學教材知識、數學教學觀點及對兒童學習數學困難的認知,並分析數學教材知識與兩項觀點之間的關係。研究結果發現:(一)在數學教材知識方面,53%的教師在數學教材知識問題的得分高於乎均數,但是12%的教師未能答對半數的問題。(二)在對兒童數學學習困難的觀點方面,教師認為數學概念抽象,兒童不容易理解;兒童能模仿解題,但未明確了解概念,對此兩項困難,認知程度較高。(三)在數學教學觀點方面,教師對讓兒童分組討論與實物操作;提供解題練習,讓兒童精熟解題方法,同意程度較高。(四)教師的數學教材知識高、低,未顯著影響對兒童數學學習困難與數學教學觀點。本研究並深入晤談有經驗教師的數學教與學觀點。統整研究結果,並針對教師數學教學相關知識之內涵提出建議,以供師資培育與教師進修參考。 |
英文摘要 | This study contributed to understanding the contents of elementary school lower graders teachers' school mathematics knowledge, views of children learning difficulties and mathematical instruction. Furthermore, the relationships among school mathematical knowledge and two kinds of views were examined. Teachers (N=201) participated this study. Results showed that though 53% of the teachers' score of the school mathematics knowledge were higher or equal to the average score on the subscale, while 12% of the teachers did not responded correctly to a half of the school mathematical questions of the scale. Teachers revealed that understanding abstract mathematical concepts and imitation solution without understanding were the common difficulties for children. There was a general agreement among teachers' views of instruction included cooperative small group discussion and drill-and-practice. Moreover, teachers' views of instruction included cooperative small group discussion and drill-and practice. Moreover, teachers' school mathematics knowledge did not significantly affect their views of children learning difficulties and mathematical instruction. The further analysis of experienced teachers' pedagogical content knowledge as well as revision in teacher education program designed to integrated content and pedagogy are suggested. |
本系統中英文摘要資訊取自各篇刊載內容。