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題名：國高中數學教學專業知能指標
書刊名：中等教育
作者：謝豐瑞
作者(外文)：Hsieh, Feng-jui
出版日期：2012
卷期：63:3
頁次：頁30-47
主題關鍵詞：數學教學知能；教師專業發展；教學師資培育；數學教學內容知識；Mathematics teaching competence；Teacher professional development；Mathematics teacher education；MPCK
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本研究的主要目的在於發展中學教師數學教學專業知能結構、項目與指標。本研究乃一為期四年的發展性研究，研究方法主要採問卷調查法及焦點團體討論法，樣本包括75位中學數學教師、53位教學師資培育者、全國性隨機抽樣之2,077位國中生及2,437位高中生。本研究發展出一個包含數學教學元素、運算、核點的數學教學專業知能結構，其中共有20個元素，3個運算與3個核點，每一運算作用在一或多個元素上，搭配核點的選擇，可產生許多數學教學知能專業項目，數量龐大無法窮盡，以此結構可做出有系統的數學教學知能項目選擇，可供教師檢定、甄選、評鑑使用。除此，研究結果顯示不論國中或高中，從學生的觀點來看，數學教學最重要的專業指標是要能替學生解惑，而重視公式與性質的推導過程也是另一項重要的指標。
This study is a four-year study that aims at developing the structure, items and indicators of mathematics teaching competence (MTC) in the high school level. A total of 75 secondary school elite mathematics teachers and 53 mathematics teacher educators either participated in focus group sections or be surveyed with questionnaires. A national random sample of 2077 junior high school students and 2437 senior high school students were surveyed. This study develops a structure of MTC which is structured around three objects: element, operation, and kernel. With these, a total of twenty element s of mathematics teaching, three operation s, and three kernels are engaged. Any operation may act on any element with a certain kernel focus, and this process may generate unlimited MTC items. The structure of MTC may properly help classifying, organizing and selecting MTC items in the teacher recruitment, qualification assessment, and evaluation settings. This study also finds that from the student points of views at both junior and senior high school levels, the foremost indicator of MTC is being able to resolve students' doubts. Emphasizing how a formula or rule is derived is another important MTC indicator.
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.Hill, H. C.、Ball, D. L.、Schilling, S. G.(2008)。Unpacking pedagogical content knowledge conceptualizing and measuring teachers’ topicspecific knowledge of students。Journal for Research in Mathematics Education，39(4)，372-400。  new window
3.Hill, H. C.、Schilling, S. G.、Ball, D. L.(2004)。Developing measures of teachers' mathematics knowledge for teaching。The Elementary School Journal，105(1)，11-30。  new window
4.陳英娥、林福來(20040300)。行動研究促進初任數學教師的教學成長。科學教育學刊，12(1)，83-105。new window  延伸查詢new window
5.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
6.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
7.柳賢(1994)。數學及自然科學師資之培訓研究：妥善運用最佳教學模式之數學科師資職前培育計畫。行政院國家科學委員會專題硏究計畫成果報告。  延伸查詢new window
8.Wilson, P. S.、Cooney, T. J.、Stinson, D. W.(2005)。What constitutes good mathematics teaching and how it develops: nine high school teachers' perspectives。Journal of Mathematics Teacher Education，8(2)，83-111。  new window
會議論文
1.Gattuso, L.、Mailloux, N.(1994)。Conceptions about mathematics teaching of preservice elementary and high-school teachers。Lisbon。  new window
研究報告
1.高熏芳(2006)。邁向專業標準本位之師資培育：國民小學初任教師專業標準發展之研究 (計畫編號：NSC95-2413-H-032-004)。淡江大學。  延伸查詢new window
2.陳昭地、顏啓麟(1991)。中學數學教師暑期研究所在職進修成效之研究。臺北市。  延伸查詢new window
3.謝豐瑞(2002)。中學生學習歷程中數學思維轉化機制。臺北市。  延伸查詢new window
4.謝豐瑞(2006)。中學教師數學教學能力專業發展研究(I)。臺北市。  延伸查詢new window
5.謝豐瑞(2008)。中學教師數學教學能力專業發展研究(III)。臺北市。  延伸查詢new window
6.Stepanek, J.、Jarrett, D.(1997)。Assessment strategies to inform science and mathematics instruction: it's just good teaching (Report no. RIEMAY 1998)。Portland。  new window
7.Stepanek, J.(2000)。Mathematics and science classrooms: building a community of learners. It's just good teaching (Report No. RIEMAR2001)。Portland。  new window
學位論文
1.宋玉如(2008)。中學數學教師應有的數學教學特質研究--學生觀點。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.Davis, P. J.、Hersh, R.(1981)。The Mathematical Experience。Boston：Birkhauser。  new window
2.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
3.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
4.National Council of Teachers of Mathematics(1991)。Professional standards for teaching mathematics。National Council of Teachers of Mathematics。  new window
5.Cooney, T. J.(1994)。Teacher education as an exercise in adaptation。Professional Development for Teachers of Mathematics: 1994 Year Book \\ D. B. Aichele ; A. F. Coxford (Eds.)。Reston。  new window
6.Council of Chief State School Officers(2010)。Interstate teacher assessment and support consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue (Draft for Public Comment)。Washington, DC。  new window
7.National Board for Professional Teaching Standards(2001)。NBPTS early childhood generalist standards。Arlington, VA。  new window
其他
1.Niss, M.(2002)。Mathematical competencies and the learning of mathematics: The Danish KOM project，http://www7.nationalacademies.orgmseb/mathematicalcompetencies_and_the_leaming_of_mathematics.pdf， 2004/10/15。  new window
圖書論文
1.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
2.Lerman, S.(2001)。A Review of Research Perspectives on Mathematics Teacher Education。Making sense of mathematics teacher education。Dordrecht, The Netherlands：Kluwer Academic Publishers。  new window
 
 
 
 
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