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題名：高中數學教師教學實作知識之教室觀察系統的建立
書刊名：中等教育
作者：卓益安／金鈐
作者(外文)：Cho, Yi-an／Chin, Chien
出版日期：2012
卷期：63:3
頁次：頁8-29
主題關鍵詞：為了教學所需的數學知識；教室觀察系統；特殊內容知識；Mathematical knowledge for teaching；The system of classroom observation；Specialized content knowledge
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:181
  • 點閱點閱:142
本研究採用個案研究法並參酌Deborah Ball研究團隊所發展之教學數學品質（Mathematical Quality of Instruction，簡稱MQI）的教學觀察系統來建立三位台灣高中數學教師教學實作知識的教室觀察系統。依照個案教師所教授之高二數學課程，觀察與研究的單元包括空間中的平面與直線方程式、重複組合與期望值四個教學單元，並且藉助Ball，Thames與Phelps（2008）所提出“為了教學所需的數學知識（mathematical knowledge for teaching，簡稱MKT）”的架構，建立台灣高中數學教師教學實作知識的教室觀察系統來分析三個個案教師的教學實作知識及其樣貌。研究結果只呈現空間中的平面與直線方程式的編碼結果。研究顯示，個案教師所呈現的教學樣貌明顯不同。在教學中，個案教師所呈現的特殊內容知識（specialized content knowledge，簡稱SCK）顯現出個案教師不同的教學特性。
The aim of this study is to build the classroom observation system of high-school mathematics teachers' practiced-based knowledge by classroom observation of three cases in terms of the coding system of the mathematical quality of instruction (MQI) developed by Deborah Ball's research group. The observed units, including the equations of plane and line in space, repetition combination and mathematical expectation, are chosen by three participant teachers. Researchers analyzed three participant teachers' teaching practice in terms of the framework of mathematical knowledge for teaching (MKT) introduced by 8all, Thames and Phelps (2008). Results show that three high- school teachers' teaching modes are obviously different, and that their specialized content knowledge present different pedagogical characteristic.
期刊論文
1.Ball, D. L.、Thames, M. H.、Phelps, G.(2008)。Content knowledge for teaching: What makes it special?。Journal of Teacher Education，59(5)，389-407。  new window
2.Sim, J.、Wright, C. C.(2005)。The Kappa Statistic in Reliability Studies: Use, Interpretation, and Sample Size Requirements。Physical Therapy，85(3)，257-268。  new window
3.Leinhardt, G.、Smith, D. A.(1985)。Expertise in mathematics instruction: Subject matter knowledge。Journal of Educational Psychology，77(3)，247-271。  new window
4.Berliner, D. C.(1986)。In pursuit of the expert pedagogue。Educational Researcher，15(7)，5-13。  new window
5.鍾靜、張淑怡、陳幸玫、陸昱任、戴坤邦(20120600)。國小數學教師專業標準之建構。科學教育學刊，20(3)，217-239。new window  延伸查詢new window
6.潘慧玲、王麗雲、簡茂發、孫志麟、張素貞、張錫勳、陳順和、陳淑敏、蔡濱如(20040800)。國民中小學教師教學專業能力指標之發展。教育研究資訊，12(4)，129-168。new window  延伸查詢new window
7.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
8.李源順、林福來、藍珍梅、王品心、鄭雙慧、洪思雅(20100200)。國小四年級數學教學錄影研究。科學教育學刊，18(1)，63-84。new window  延伸查詢new window
9.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
10.李源順、林福來、呂玉琴、陳美芳(20081200)。小學教師數學教學發展標準之探究：學者的觀點。科學教育學刊，16(6)，627-650。new window  延伸查詢new window
11.Frick, T.、Semmel, M. I.(1978)。Observer agreement and reliabilities of classroom observational measures。Review of Educational Research，48(1)，157-184。  new window
12.McIntyre, D. I.(1980)。Systematic observation of classroom activities。Educational Analysis，2(2)，3-30。  new window
13.Rowland, T.、Huckstep, P.、Thwaites, A.(2005)。Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi。Journal of Mathematics Teacher Education，8，255-281。  new window
會議論文
1.Ball, D. L.(2010)。Knowing mathematics well enough to teach it: From teachers' knowledge to knowledge for teaching。Ann Arbor, MI。  new window
2.Ball, D. L.、Bass, H.(2009)。With an eye on the mathematical horizon: Knowing mathematics for teaching to learners’ mathematical future。The 43rd Jahrestagung für Didaktik der Mathematik held in Oldenburg，(會議日期: March 1-4, 2009)。Oldenburg。  new window
研究報告
1.曾憲政、張新仁、張德銳、許玉齢、馮莉雅、陳順和、劉秀慧(2007)。中小學教師專業發展評鑑規準之硏究。新竹。  延伸查詢new window
學位論文
1.Sleep, L.(2009)。Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching(博士論文)。State University of Michigan，East Lansing, MI。  new window
2.Charalambous, C. Y.(2008)。Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship(博士論文)。State University of Michigan，East Lansing, MI。  new window
圖書
1.Stigler, J. W.、Hiebert, J.(1999)。The teaching gap。New York：The Free Press。  new window
2.Ma, Liping(1999)。Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
3.Yin, R. K.(1989)。Case Study Research--Design and Method。Newburry Park, Calif：Sage Publications。  new window
4.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
5.黃政傑(19970000)。課程改革的理念與實踐。臺北：漢文。new window  延伸查詢new window
其他
1.Carroll，Mumme(2007)。Developing mathematical knowledge for teaching。  new window
2.Learning Mathematics for Teaching (LMT) Project, Learning Mathematics for Teaching (LMT) Project。  new window
圖書論文
1.Ball, D. L.、Lubienski, S. T.、Mewborn, D. S.(2001)。Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge。Handbook of Research on Teaching Edition。Washington D.C.：AERA。  new window
2.Ball, D. L.、Bass, H.(2000)。Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics。Multiple perspectives on the teaching and learning of mathematics。Westport, CT：Ablex Publishing。  new window
3.潘慧玲、張德銳、張新仁(2008)。台灣中小學教師評鑑/專業標準之建構：方法篇。中小學教師評鑑 \\ 潘慧玲(主編)。台北：心理。  延伸查詢new window
4.McDiarmid, G. W.、Clevenger-Bright, M.(2008)。Rethinking teacher capacity。Handbook of research on teacher education。Washington D.C.：AERA。  new window
5.Fennema, E.、Franke, M. L.(1992)。Teachers' knowledge and its impact。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。New York：Macmillan Press。  new window
 
 
 
 
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