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題名 | 國小教師的分數知識=Elementary School Teachers' Knowledge of Fractions |
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作者 | 呂玉琴; | 書刊名 | 臺北師院學報 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁427-459 |
分類號 | 523.35 |
關鍵詞 | 國小教師; 分數知識; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之目的在以國小數學新課程的數學觀──解題、溝通、推理、關聯為,內涵 設計工具,來探討園小教師對分睇知識的了解。本研究抽取國立臺北師範學院國小教師暑期 學士班,各系二年級各一班,共136人進行筆測,並從中選取33人,進行一對一的半結構性 面談。研究結果發現國小教師對分數知識的了解,可以分成優、中、差三種程度,這三種程 度的國小教師分別占33%、36%∼60%及8%∼30%。 |
英文摘要 | This study aims to investigate elementary school teachers' knowledge of fractions. The assessment instrument was developed based on the mathematics views of the on-going elementary school mathematics curriculum project, i.e., problem solving, communication, reasoning and connection. As ample of 136 elementary school teachers who took in-service summer school program in National Taipei Teachers College took the pencil and paper test in this study. Among these 136 subjects, 33 were selected for interview in one-to-one semi-structured way. The findings were as follows: elementary school teachers could be stratified into three levels (excellence, mediocre, and unsatisfied) on their understandings of knowledge of fractions. The percentages of this three levels were 33%、36,%∼60%、8%∼30% respectively. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。