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題名：「幼兒數學教材教法」教學方案對職前學前教師數學教學知識的影響
書刊名：教育研究集刊
作者：張麗芬 引用關係
作者(外文)：Chang, Li-fen
出版日期：2014
卷期：60:1
頁次：頁1-37
主題關鍵詞：教學方法知識；數學教學知識；學科內容知識；學習者認知的知識；Pedagogical knowledge；Mathematical knowledge for teaching；Content knowledge；Knowledge of learners' cognition
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本研究目的在探討「幼兒數學教材教法」教學方案介入對職前學前教師數學教學知識的影響，教學方案中並加入晤談幼兒的現場經驗。研究者以影片分析方式蒐集37位職前學前教師在教學方案介入之前與之後對教學影片的評論，並將這些評論依數學教學知識的三個向度—學科內容知識、學習者認知的知識、教學方法知識—加以分析後，於學期末蒐集研究對象對整個教學方案的反省短文、對教材的討論與活動評析進行分析。結果發現，教學方案介入對職前學前教師數學教學知識有產生效果，後測時，職前教師在學科內容知識及教學方法知識兩個向度的教學知識層次有進步的比率顯著多於退步比率；而在學習者認知的知識向度，後測教學知識層次有變化的比率差異僅接近顯著水準。其次，職前教師對方案中的晤談幼兒經驗大多抱持正面態度，他們實際體驗幼兒的數學思考，並覺得晤談經驗對未來的學習與教學有幫助。
This study aims to how the teaching plan "Methods and Materials of Teaching Early Childhood Mathematics" has exerted its influence on prejob/preschool teacher's mathematical knowledge for. A task-based interview is also adopted. Thirty-seven prospective early childhood teachers enrolled in a mathematics methods course were required to view video clips of realistic classroom instruction. They then provided two written comments, respectively at the beginning and at the end of the 18-week course program. Teachers' written responses are coded from three perspectives, content knowledge, knowledge of learners' cognition, and pedagogical knowledge; each of them was on a 4-point scale. The prospective teachers' reflections on the whole program, their discussion, and evaluation of mathematics activities were at the end of the program collected for further analysis. The results show that the program had a positive effect. The prospective teachers' content knowledge and pedagogical knowledge were enhanced; their knowledge of learners' cognition, however, was not significantly improved. Secondly, the prospective teachers' reflections show that they appreciated the interview with the kids, which granted them a chance to actually experience young children's mode of mathematical thinking. They believed that the interview would be a great help for their learning and teaching in the future.
期刊論文
1.Dunphy, E.(2010)。Exploring young children’s (mathematical) thinking: Preserve teachers reflect on the use of the one-to-one interview。International Journal of Early Years Education，18{A)，331-347。  new window
2.Jenkins, O. F.(2010)。Developing teachers, knowledge of students as learners of mathematics through structured interviews。Journal of Mathematics Teacher Education，13(2)，141-154。  new window
3.Kersting, N.(2008)。Using video clips of mathematics classroom instruction as item prompts to measure teachers' knowledge of teaching mathematics。Educational and Psychological Measurement，68(5)，845-861。  new window
4.Kersting, N.、Givvin, K. B.、Sotelo, F. L.、Stigler, J. W.(2010)。Teachers, analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge。Journal of Teacher Education，57(1-2)，172-181。  new window
5.Kozar, J.、Marcketti, S.(2008)。Utilizing field-based instruction as an effective teaching strategy。College Student Journal，42(2)，305-311。  new window
6.Kurz, T. L.、Kokic, I. B.(2011)。Preservice teachers’ observations of children’s learning during Family Math Night。Journal of Research in Education，21(2)，24-36。  new window
7.Lee, J.(2010)。Exploring kindergarten teachers' pedagogical content knowledge of mathematics。International Journal of Early Childhood，42(1)，27-41。  new window
8.Linek, W.、Fleener, C.、Fazio, M.、Raine, I. L.、Klakamp, K.(2003)。The impact of shifting from “how teachers teach” to “how children leam”。The Journal of Educational Research，97(2)，78-89。  new window
9.McDonough, A.、Clarke, B.、Clarke, D. M.(2002)。Understanding, assessing and developing children's mathematical thinking: The power of a one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices。International Journal of Educational Research，37(2)，211-226。  new window
10.Moyer, P. S.、Husman, J.(2006)。Integrating coursework and field placements; The impact on preservice elementary mathematics teachers’ connections to teaching。Teacher Education Quarterly，33(1)，37-56。  new window
11.Pringle, R. M.(2006)。Preservice teachers’ exploration of children’s alternative conceptions: Cornerstone for planning to teaching science。Journal of Science Teacher Education，17(3)，291-307。  new window
12.Santagata, R.、Zannoni, C.、Stigler, J. W.(2007)。The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video- based field experience。Journal of Mathematics Teacher Education，10(2)，123-140。  new window
13.An, S.、Kulm, G.、Wu, J.(2004)。The pedagogical content knowledge of middle school mathematics teachers in China and the U.S。Journal of Mathematics Teacher Education，7(2)，145-172。  new window
14.Ball, D. L.、Hill, H. C.、Bass, B.(2005)。Knowing mathematics for teaching。American Educator，29(1)，14-46。  new window
15.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
16.Hill, H. C.、Rowan, B.、Ball, D. L.(2005)。Effects of teachers' mathematical knowledge for teaching on student achievement。American Educational Research Journal，42(2)，371-406。  new window
17.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modified conception。Journal of Teacher Education，41(3)，3-11。  new window
18.Putnam, R. T.、Borko, H.(2000)。What do new views of knowledge and thinking have to say about research on teacher learning?。Educational Researcher，29(1)，4-15。  new window
19.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
20.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
會議論文
1.Clarke, D.(200606)。Professional development: An Australian case: The power of one-to- one assessment interviews。APEC International Symposium on Innovation and Good Practices for Teaching and Learning Mathematics through Lesson Study。Khon Kaen, Thailand。  new window
2.Klein, A.、Starkey, P.、Wakeley, A.(199906)。Supporting pre-kindergarten children’s readiness for school mathematics。NIECDE Project Director’s Meeting。Washington, DC。  new window
3.Lee, J.、Meadows, M.、Lee, J. O.(200304)。What causes teachers to implement high- quality mathematics education more frequently: Focusing on teachers ’pedagogical content knowledge。2003 Association for Childhood Education International Annual Conference。Phoenix, AZ。  new window
4.Lim-Teo, S. K.(2006)。The measurement of mathematics pedagogical content knowledge。Asia-Pacific Education Research Association Conference。Hong Kong。  new window
研究報告
1.張麗芬(2010)。幼稚園教師的數學教學實務之研究。臺南市：國立臺南大學。  延伸查詢new window
2.國立新竹師範學院幼兒教育學系(1993)。我國坊間學前數學教材之評析研究。新竹市：國立新竹師範學院幼兒教育學系。  延伸查詢new window
學位論文
1.McCray, J. S.(2008)。Pedagogical content knowledge for preschool mathematics: Relationships to teaching practices and child outcomes(博士論文)。Loyola University，Chicago, IL。  new window
2.Stewart, C. D.(2002)。Using clinical interviews to inform teaching: Three prospective k-8 teachers’ experiences in a reform-based mathematics education course(博士論文)。University of Virginia，Charlottesville, VA。  new window
圖書
1.Bowman, B.、Donovan, S.、Burns, S.(2001)。Eager to Learn: Educating our Preschoolers, Committee on Early Childhood Pedagogy。Washington：National Academic Press。  new window
2.Ginsburg, H. P.、Jacobs, S. F.、Lopez, L. S.(1998)。The teacher's guide to flexible interviewing in the classroom。Boston, MA：Allyn & Bacon。  new window
3.Kamii, C.、DeVries, R.(1980)。Group games in early education: Implications of Piaget’s theory。Washington, DC：National Association for the Education of Young Children。  new window
4.Philipp, R. A.、Thanheiser, E.、Clement, L.(2002)。The role of a children’s mathematical thinking experience in the preparation of prospective elementary school teachers。International Journal of Educational Research。  new window
5.Copley, J. V.(2000)。The young child and mathematics。National Association for the Education of Young Children。  new window
6.周淑惠(1999)。幼兒數學新論--教材教法。臺北：心理。  延伸查詢new window
7.鈕文英(2013)。研究方法與論文寫作。臺北市：雙葉書廊。  延伸查詢new window
8.Seidman, Irving(1998)。Interviewing as qualitative research: A guide researchers in education and the social science。New York：Teachers College Press。  new window
9.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
其他
1.Doyle, C.，Alagic, M.(2004)。Pre-service teachers'inquiry into children’s thinking，http://education.wichita.edu/alagic/nextpage/AERA_04_TICKLE.doc。  new window
2.Mosvold, R.，Bjuland, R.，Fauskanger, J.，Jakobsen, A.(2011)。Similar but different: Investigating the use of MKT in a Norwegian kindergarten setting，http://www.cerme7.univ.rzeszow.plAVG/13/CERME7WG13JVIosvold.pdf。  new window
3.National Association for the Education of Young Children(2009)。NAEYC standards for early childhood professional preparation，http://www.naeyc.org/files/naeyc/files/2009%20Professional%20Prep%20stdsRevised%204_12.pdf。  new window
4.National Association for the Education of Young Children，National Council of Teachers of Mathematics(2002)。Early childhood mathematics: Promoting good beginnings，http://www.naeyc.org/resources/position_statements/psmath.htm。  new window
圖書論文
1.Ginsburg, H. P.、Kaplan, R. G.、Cannon, J.、Cordero, M. I.、Eisenband, J. G.、Galanter, M.、Morgenlander, M.(2006)。Helping early childhood educators to teach mathematics。Critical issues in early childhood professional development。Baltimore, MD：Paul H. Brookes。  new window
2.Baxter, J. A.、Lederman, N. G.(1999)。Assessment and measurement of pedagogical content knowledge。Examining pedagogical content knowledge: The construct and its implications for science education。Kluwer Academic。  new window
3.Copley, J. V.(2004)。The early childhood collaborative: A professional development model to communicate and implement the standards。Engaging young children in mathematics: Standards for early childhood mathematics education。Mahwah, NJ：Lawrence Erlbaum。  new window
4.Genishi, C.、Ryan, S.、Ochsner, M.(2001)。Teaching in early childhood education: Understanding practices through research and theory。Handbook of research on teaching。Washington, DC：American Educational Research Association。  new window
5.Mulligan, J.、Vergnaud, G.(2006)。Research on children’s early mathematical development。Handbook of research on the psychology of mathematics education: Past, present andfuture。Rotterdam, Netherlands：Sense。  new window
6.Ball, D. L.、Bass, H.(2003)。Toward practice-based theory of mathematical knowledge for teaching。Proceedings of the 2002 annual meeting of the Canadian mathematics education study group。Edmonton, AB：CMESG：GCEDM。  new window
7.Sarama, J.、DiBiase, A.-M.、Clements, D. H.、Spitler, E.(2004)。The professional development challenge in preschool mathematics。Engaging young children in mathematics: Standards for early childhood mathematics education。Mahwah, NJ：Lawrence Erlbaum。  new window
8.Baroody, A. J.(2004)。The role of psychology in the development of early childhood mathematics standards。Engaging young children in mathematics: Standards for early childhood mathematics education。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
9.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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