頁籤選單縮合
題名 | 國小教師分數教學之相關知識研究=An Investigation of Elementary School Teachers' Knowledge in Fractions Teaching |
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作者 | 呂玉琴; | 書刊名 | 臺北師院學報 |
卷期 | 11 1998.06[民87.06] |
頁次 | 頁393+395-438 |
分類號 | 523.33 |
關鍵詞 | 國小; 教師; 分數教學; |
語文 | 中文(Chinese) |
中文摘要 | 本文在探討國小教師對分數教學相關知識了解。我們抽取國立台北師範學院 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;1.從教師的觀點,利用主成份分析,國小教師分數教學之相關知識 被分成五類;分數知識、分數相關教材的知識、因應學生想法調整教學設計的能力、 分數了解層次的知識、及學生解題策略的知識。2.根據群聚分析,將上述五類知識 分成二個範疇知識:數學及其教材教法的知識、學生數學學習的知識。這二個範疇 知識都佳的教師占7.4%,只有數學及其教材教法知識佳者占16.9%,只有學生數學 學習知識佳者占26.5%,另外,有將近一半教師,這二個範疇知識都欠佳。3.利用 綜合評判,將每位教師對二個範疇知識的了解程度數值化,而得到四群教師在分數 教學相關知識表現的散佈圖,並發現國小教師分數教學相關知識的了解呈現分流發 展的現象。 |
英文摘要 | This study aims to assess elementary school teachers' Knowledge in fractions teaching. A sample of 136 elementary school teachers who took in-service summer school program at Nationa Taipei Teachres' College took the pencil and paper test in this study. Among these 136 subjects, 33 were selected for interview in one-to-one semi-structure way. The findings were as follows. 1.Using the Principal Component Analysis, elementary school teachers' understanding of the above-mentioned knowledge of fractions teaching can be decompounded into five components: the knowledge of fractions, the knowledge of fractions teaching materials, the ability to adjust instructional design responsive to students' thinking patterns, the knowledge of the hierarchy of students' understanding fractions, as well as the knowledge of students' problem-solving strategies. 2. According to the Cluster Analysis result, the above-mentioned five components can be categorized into two areas: the knowledge of mathematics, materials and methods, as well as the knowledge of students' mathematics learning. 7.4% of elementary school teachers excelled in both areas; 16.9% of the teachers excelled in the knowledge of mathematics, materials and methods; 26.5% excelled in the knowledge of students' mathematics learning; while approximately half of the teachers performed unsatisfactorily in both areas. The scatter plot of these four groups of teachers can be drawn by quantifying their understanding of these two areas. As a result, Taiwan in-service elementary school teachers' understanding the knowledge in fractions teaching shows tow divergent patterns of development. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。