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引文資料
題名:
國小教師對周長與面積單元課程資源運用之研究
書刊名:
當代教育研究季刊
作者:
陳嘉皇
作者(外文):
Chen, Chia-huang
出版日期:
2015
卷期:
23:3
頁次:
頁39-79
主題關鍵詞:
周長
;
面積
;
學習軌道
;
課程資源
;
Perimeter
;
Area
;
Curriculum materials
;
Learning trajectories
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:
27
點閱:55
本研究旨在探索國小教師運用「學習軌道」(learning trajectories, LTs)當成教學工具,比較其學習LTs前後對課程資源的運用情形?研究問題包含「周長與面積」單元有關教學目標的設定?「周長與面積」LTs的臆測與數學概念分析?對學習的作業做何種調整的行動?運用何種表徵協助學生學習?如何對學生數學解題的策略進行解釋?研究對象為臺灣中部某公立小學之A師,採質性描述方式進行探討,分析的資料來自訪談教師之文稿與省思日記。研究發現教師於LTs學習前之目標設定強調以計算能力培養之課程內容取向,對學生學習軌道之臆測以長方形周長與面積公式之計算應用為主,學習LTs後則以實測與圖形要素關係理解之學生思考作為導向,學習軌道路徑為:測量與計算線段的長度→理解長方形圖形構成的要素→理解長方形周長公式並應用解題→理解1平方公分代表的意義→理解長方形圖形面積構成的要素→理解長方形面積公式並應用解題。研究結果對於教師「如何」進行課程資源運用,與教師進行的課程資運運用內容是「什麼」,提供明確、成功的範例。
以文找文
The objective of this study was to explore whether elementary school teachers use course materials in a different manner after learning how to use learning trajectories (LTs). The research questions concern the setting of teaching objectives for the unit of perimeter and area in mathematics, the speculations and analysis of mathematical concepts with regard to the LTs of perimeter and area, adjustments in learning assignments, the use of representation to assist students and the means of explaining problem-solving strategies to students. The subject of this study was a teacher serving at a public elementary school in Central Taiwan. We adopted a qualitative approach in analyzing data from interviews with the teacher and the reflections in the teacher's journal. The findings indicate that before the teacher learned how to use LTs, the learning objectives were focused on strengthening the arithmetic of the students, and the speculation of student LTs primarily involved calculating and applying the formulas for the perimeter and area of rectangles. However, after learning how to use LTs, the focus shifted to gauging student understanding on the relationship among shape elements. The LT was therefore modified to the following procedure: measuring and calculating the length of segments, understanding the elements composing rectangle shapes, understanding the perimeter formula of rectangles and how to use it in problem solving, understanding the meaning of 1 square centimeter, understanding the elements composing the area of rectangle shapes, and understanding the area formula of rectangles and how to use it in problem solving. The results of this study provide a clear and successful example of how a teacher employs curriculum materials and what the employment includes.
以文找文
期刊論文
1.
Lloyd, G.(1999)。Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development。Journal of Mathematics Teacher Education,2,227-252。
2.
Lloyd, G.、Wilson, M. S.(1998)。Supporting innovation: The impact of a teacher's conceptions of functions on his implementation of a reform curriculum。Journal for Research in Mathematics Education,29(3),248-274。
3.
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。
4.
吳婉儒、蔡鳳秋、楊德清(2005)。故事情境融入國小數學科教學之研究-以面積單元為例。科學教育研究與發展季刊,41,74-94。
延伸查詢
5.
陳嘉皇(2013)。小六學生運用一般化基模進行圖形規律問題解題之研究。教育科學研究期刊,58(1),59-90。
延伸查詢
6.
黃幸美(2010)。美國當代小學幾何課程發展與其對臺灣幾何教學的啟示。教育資料研究集刊,45,233-269。
延伸查詢
7.
黃幸美(2012)。數學教學轉化之探討:以一位有經驗教師之面積初步概念教學為例。教科書研究,5(1),99-129。
延伸查詢
8.
潘亭蓉、曹雅玲(2007)。國小五年級學童面積概念之相關研究。國教新知,54(1),24-37。
延伸查詢
9.
Choppin, J.(2011)。Learned adaptations: Teachers' understanding and use of curriculum materials。Journal of Mathematics Teacher Education,14,331-353。
10.
Clements, D. H.、Sarama, J.(2004)。Learning trajectories in mathematics education。Mathematical Thinking and Learning,6(2),81-89。
11.
Kamii, C.、Kysh, J.(2006)。The difficulty of length x width: Is a square the unit of measurement。Journal of Mathematical Behavior,25,105-115。
12.
Sztajn, P.、Confrey, J.、Wilson, P. H.、Edgington, C.(2012)。Learning trajectory based instruction: Toward a theory of teaching。Educational Researcher,41(5),147-156。
13.
Ball, D. L.(1990)。Prospective elementary and secondary teacher's understanding of division。Journal for Research in Mathematics Education,21,132-146。
14.
Battista, M. T.、Clements, D. H.、Arnoff, J.、Battista, K.、Van Auken Borrow, C.(1998)。Students' spatial structuring of 2D arrays of squares。Journal for Research in Mathematics Education,29(5),503-532。
15.
Simon, M. A.(1995)。Reconstructing mathematics pedagogy from a constructivist perspective。Journal for Research in Mathematics Education,26(2),114-145。
16.
Battista, M. T.(2004)。Applying cognition-based assessment to elementary school students' development of understanding of area and volume measurement。Mathematical thinking and learning,6(2),185-204。
17.
徐偉民、徐于婷(20091200)。國小數學教科書代數教材之內容分析:臺灣與香港之比較。教育實踐與研究,22(2),67-94。
延伸查詢
18.
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。
19.
Remillard, J. T.(2005)。Examining key concepts in research on teachers' use of mathematics curricula。Review of Educational Research,75(2),211-246。
20.
Hiebert, J.、Gallimore, R.、Stigler, J. W.(2002)。A knowledge base for the teaching profession: What would it look like and how can we get one?。Educational Researcher,31(5),3-15。
21.
楊德清、陳仁輝(20110200)。臺灣、美國和新加坡三個七年級代數教科書發展學生數學能力方式之研究。科學教育學刊,19(1),39-67。
延伸查詢
會議論文
1.
Olson, J. K.、Ihrig, L. M.(201001)。The lethal mutation of content standards: Why inquiry and learning progressions are necessary but insufficient for student learning of central concepts in science。The annual meeting of the Association for Science Teacher Education。Minneapolis, MN。
2.
Outhred, L. N.、Mitchelmore, M. C.(2004)。Students' structuring of rectangular arrays。The International Group for the Psychology of Mathematics Education。Bergen, Norway。
學位論文
1.
陳嘉皇(2004)。國小學童面積概念轉化文本之設計及其教學效果之實驗研究(博士論文)。國立高雄師範大學。
延伸查詢
圖書
1.
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。
2.
教育部臺灣省國民學校教師研習會(2000)。國小數學教材分析-整數的乘除運算。臺北:教育部臺灣省國民學校教師研習會。
延伸查詢
3.
教育部(2008)。國民中小學九年一貫課程綱要數學學習領域。台北:教育部。
延伸查詢
4.
National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia:National Council of Teachers of Mathematics。
其他
1.
Confrey, J.,Nguyen, K.,Lee, K.,Panorkou, N.,Corley , A.,Maloney, A.(2012)。TurnOnCCMath.net: Learning Trajectoies for the K-8 common core math standards,https://www.turnonccmath.net。
圖書論文
1.
Brown, M.(2009)。The teacher-tool relationship: Theorizing the design and use of curriculum materials。Mathematics teachers at work: Connecting curriculum materials and classroom instruction。New York, NY:Routledge。
2.
譚寧君(1994)。高年級面積教材的分析。國民小學數學科新課程概說(高年級)。臺北市:教育部。
延伸查詢
3.
Darling-Hammond, L.、Banks, J.、Zumwalt, K.、Gomez, L.、Sherin, M. G.、Griesdorn, J.、Finn, L.(2005)。Developing a curricular vision for teaching。Preparing teachers for a changing world: What teachers should learn and be able to do。San Francisco, CA:Jossey-Bass。
4.
Drake, C.、Sherin, M. G.(2009)。Developing curriculum vision and trust: Changes in teachers' curriculum strategies。Mathematics teachers at work: Connecting curriculum materials and classroom instruction。New York, NY:Routledge。
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