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題名：國小教師數學教科書使用之初探
書刊名：科學教育學刊
作者：徐偉民 引用關係
作者(外文)：Hsu, Wei-min
出版日期：2013
卷期：21:1
頁次：頁25-48
主題關鍵詞：國小教師；教科書使用；數學教科書；Elementary school teacher；Textbook use；Mathematics textbook
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(9) 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:1291
  • 點閱點閱:77
本研究的目的在瞭解國小教師數學教科書使用的情形與其使用時的考量因素。以7位不同教學經驗和背景的教師為對象，採個案研究法，透過教學觀察和訪談來蒐集資料，以數學問題為分析單位，來瞭解教師使用數學問題和教科書的一致性。結果發現，教師偏向忠實呈現教科書的內容，內容的忠實度高於程序的忠實度，且中年級教師教科書使用的情形較為一致。教科書扮演的權威和基本的角色，使教師偏向忠實呈現教科書的內容，不過也會依據個人的數學教學信念和知識、學生的學習程度和特性、評量等因素，對教科書中數學問題的內容和呈現方式進行調整，且高年級教師以考量個人因素為主，低年級教師考量學生因素為主，中年級教師則因教學主題不同而有不同的考量。
The purpose of this study was to deepen our understanding of how elementary school teachers use the mathematics textbooks in their classrooms, as well as to identify factors they considered in determining their use. The methodology adopted was case study. Seven teachers, teaching in different regions and each with different teaching experience and background, were chosen as study subjects. Teaching observations and personal interviews were the main data sources and they were collected during the 2009-2010 school year. Mathematical tasks were used as unit of analysis to determine the consistency with which the teachers followed the textbook. Data from this study indicated that teachers tended to implement the mathematical tasks in their textbooks faithfully with respect to mathematical content and presentation. The fidelity of task content was higher than the fidelity of tasks presentation. And the 3rd and 4th grade teachers exhibited higher consistency in textbook use than other teachers. Interview data showed that the teachers in this study tended to use the textbook faithfully because of the authoritative and basic role that textbooks play in the national curriculum. However, they did occasionally adjust the content and presentation of the tasks, as well as add more practice tasks, due to their teaching beliefs, knowledge of mathematics, students’ learning performance and habits, and school assessment policies. The teachers who teach 5th or 6th grade primarily considered their personal teaching beliefs and their mathematical knowledge in determining how they would use the textbook. The first grade teacher was influenced more by students’ learning abilities and characteristics. The 3rd or 4th grade teachers had different considerations when they taught different mathematics topics.
期刊論文
1.羅珍珍、鄭寰文(2009)。課程實施的忠實性：What, Why, How及挑戰。台灣數學教師電子期刊，19，1-14。new window  延伸查詢new window
2.Boaler, J.、Staples, M.(2008)。Creating mathematical futures through an equitable teaching approach: The case of Railside school。Teacher College Record，110(3)，608-645。  new window
3.Gutstein, E.(2003)。Teaching and learning mathematics for social justice in an urban, Latino school。Journal for Research in Mathematics Education，34(1)，37-73。  new window
4.Lloyd, G.(1999)。Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development。Journal of Mathematics Teacher Education，2，227-252。  new window
5.Prawat, R. S.、Remillard, J.、Putnam, R. T.、Heaton, R. M.(1992)。Teaching mathematics for understanding: Case studies of four fifth-grade teachers。Elementary School Journal，93(2)，145-152。  new window
6.Henningsen, M.、Stein, M. K.(1997)。Mathematical tasks and student cognition: Classroombased factors that support and inhibit high-level mathematical thinking and reasoning。Journal for Research in Mathematics Education，28(5)，524-549。  new window
7.Lloyd, G. M.(2008)。Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials。Journal for Research in Mathematics Education，39(1)，63-94。  new window
8.Tarr, J. E.、Reys, R. E.、Reys, B. J.、Chávez, Ó.、Shih, J.、Osterlind, S. J.(2008)。The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement。Journal for Research in Mathematics Education，39(3)，247-280。  new window
9.Remillard, J. T.(1999)。Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development。Curriculum Inquiry，29(3)，315-342。  new window
10.鍾靜(20050500)。論數學課程近十年之變革。教育研究月刊，133，124-134。new window  延伸查詢new window
11.徐偉民(20110400)。數學課程實施--一位國小資深教師的個案研究。科學教育學刊，19(2)，101-122。new window  延伸查詢new window
12.Collopy, R.(2003)。Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning。The Elementary School Journal，103(3)，287-311。  new window
13.Nicol, C. C.、Crespo, S. M.(2006)。Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials。Educational Studies in Mathematics，62(3)，331-355。  new window
14.林碧珍、蔡文煥(20051200)。TIMSS 2003臺灣國小四年級學生的數學成就及其相關因素之探討。科學教育，285，2-38。  延伸查詢new window
15.Remillard, J. T.、Bryans, M. B.(2004)。Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning。Journal for Research in Mathematics Education，35(5)，352-388。  new window
16.Remillard, J. T.(2005)。Examining key concepts in research on teachers' use of mathematics curricula。Review of Educational Research，75(2)，211-246。  new window
17.楊德清、施怡真、徐偉民、尤欣涵(20110400)。臺灣、美國和新加坡小一數學教材內容之比較研究。課程與教學，14(2)，103-134。new window  延伸查詢new window
18.陳仁輝、楊德清(20100200)。臺灣、美國與新加坡七年級代數教材之比較研究。科學教育學刊，18(1)，43-61。new window  延伸查詢new window
研究報告
1.Hiebert, J.、Gallimore, R.、Garnier, H.、Givvin, K. B.、Hollingsworth, H.、Jacobs, J.(2003)。Teaching mathematics in seven countries: Results from the TIMSS 1999 video study。  new window
學位論文
1.Brown, M.(2002)。Teaching by design: Understanding the interactions between teacher practice and the design of curricula innovation(-)。Northwestern University，Evanston, IL.。  new window
圖書
1.Grouws, D. A.、Smith, M. S.、Sztajn, P.(2004)。The preparation and teaching practices of U.S. mathematics teachers: Grades 4 and 8。Results and interpretations of the 1990 through 2000 mathematics assessment of the national assessment of educational progress。Reston, VA：National Council of Teachers of Mathematics。  new window
2.Verschaffel, L.、De Corte, E.(1996)。Number and arithmetic。International handbook of mathematics education。Dordrecht, The Netherlands：Kluwer Academic。  new window
3.Willoughby, S. S.(2000)。Perspectives on mathematics education。Learning mathematics for a new century。Reston, VA：National Council of Teachers of Mathematics。  new window
4.Brown, M.、Edelson, D. C.(2003)。Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice?。Evanston, IL：The Center for Learning Technologies in Urban Schools。  new window
5.教育部(2003)。國民中學九年一貫課程綱要--數學學習領域。臺北市：教育部。  延伸查詢new window
6.Ben-Peretz, M.(1990)。The teacher-curriculum encounter: Freeing teachers from the tyranny of texts。State University of New York Press。  new window
7.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
8.Artzt, A. F.、Armour-Thomas, E.(2002)。Becoming a reflective mathematics teacher: A guide for observations and self-assessment。Mahwah, NJ：Lawrence Erlbaum。  new window
9.Mullis, I. V. S.、Martin, M. O.、Gonzalez, E. J.、Chrostowski, S. J.(2004)。TIMSS 2003 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades。TIMSS & PIRLS International Study Center, Boston College。  new window
10.陳向明(20020000)。社會科學質的研究。臺北：五南。new window  延伸查詢new window
11.Yin, Robert Kuo-Zuir(2009)。Case Study Research: Design and Methods。Sage Publications。  new window
圖書論文
1.葉興華(2007)。教科書評鑑與選擇後的重要課題：教師的教科書使用。教科書制度與影響。臺北市：五南。  延伸查詢new window
2.Tarr, J. E.、McNaught, M. D.、Grouws, D. A.(2012)。The development of multiple measures of curriculum implementation in secondary mathematics classrooms: Insights from a 3-year curriculum evaluation study。Approaches to studying the enacted mathematics curriculum。Charlotte, NC：Information Age。  new window
3.National Research Council(2004)。Framework for evaluating curricular effectiveness。On evaluating curricular effectiveness: Judging the quality of K-12 mathematics evaluations。Washington, DC：National Academies Press。  new window
4.Floden, R. E.(2002)。The measurement of opportunity to learn。Methodological advances in cross-national surveys of educational achievement。Washington：National Academy Press。  new window
5.Stein, M. K.、Remillard, J.、Smith, M. S.(2007)。How curriculum influences student learning。Second handbook of research on mathematics teaching and learning。Information Age。  new window
6.Goodlad, J. I.(1979)。The scope of curriculum field。Curriculum Inquiry: the Study of Curriculum Practice。New York, NY：Macmillan。  new window
7.黃政傑(1995)。教科書的誤用與正用。多元社會課程取向。臺北：師大書苑。new window  延伸查詢new window
 
 
 
 
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