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題 名 | 國小教師數學本質信念之研究=Elementary School Teachers' Beliefs about Mathematics |
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作 者 | 莊淑琴; | 書刊名 | 彰化師大教育學報 |
卷 期 | 4 2003.05[民92.05] |
頁 次 | 頁139-165 |
分類號 | 523.3531 |
關鍵詞 | 數學本質信念; 數學教學; 建構主義; Belief; Teachers' beliefs about mathematics; A dynamic view of mathematics; A statics view of mathematics; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在於了解國小教師的數學本質信念之現況。研究分成二個階段進行,第一階段採問卷調查法,以嘉義縣、市國民小學為母群體,以分層叢集抽樣的方式抽取有效樣本共445人,以研究者自編「國小教師數學本質信念調查問卷」來了解國小教師數學本質信念的現況;第二階段以訪談方式探究不同數學本質信念的教師,其信念內涵為何,以立意取樣,根據受試者的意願,挑選出得分為最高分組與低分組的教師各三位,進行訪談。 本研究問卷調查所得之資料,分別以平均數、標準差、單因子變異數分析等方法進行統計分析;訪談部份則以錄音帶記錄之,並加以轉譯整理分析。 本研究之主要結論如下: (一)整體而言,國小教師數學本質信念傾向於動態觀。 (二)國小教師數學本質信念因教師的學歷、畢業系所及任教年級之不同而有顯著的差異。 (三)持動態數學觀的教師認為數學與生活、文化有密切的關係;可以培養學生應變、推理的能力;對數學抱持著懷疑的態度。持靜態數學觀的教師認為數學只是在聯考上有用、是被有數學天份的人發明的、是真理的象徵。 |
英文摘要 | The purpose of this study was to understand elementary school teachers' beliefs about mathematics. Data were collected through two phases. In the first phase, the instrument "Elementary School Teachers' Beliefs about Mathematics" was employed. The data then were analyzed by descriptive statistics, one-way ANOVA. In the second phase, the semi-structured interview format was used to investigate six elementary school teachers' beliefs of teaching mathematics. Interview data were recorded, transcribed and analyzed. Data analysis revealed the following results: (1) In general, the Elementary school teachers hold a dynamic view of mathematics. (2) Elementary school teachers' beliefs about mathematics were significantly different by academical degree, study major, the grade of their teaching. (3) Those who hold a dynamic view of mathematics believe that mathematics is a process of inquiry, a continually growing invention, and a cultural product. In contract, those who hold a static view of mathematics believe that mathematics is consisted of unquestionable truths. |
本系統中英文摘要資訊取自各篇刊載內容。