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題名: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
書刊名:教科書研究
作者:黃幸美 引用關係
作者(外文):Huang, Hsin-mei E.
出版日期:2012
卷期:5:3
頁次:頁99-129
主題關鍵詞:面積測量教學轉化課程實施Area measurementInstructional transformationCurriculum implementation
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(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:26
本研究根據有效的數學教學之理論,探討一位有經驗教師的圖形大小比較教學案例,分析教師如何使用教科書、數學布題、教學表徵與工具,以及學生解題討論的活動方式,處理教學轉化。研究發現:從樣本教師的數學布題可觀察其課程調整,且教師使用多種來源提供布題,包含:一、自編教學問題且延展教材內容,但是教科書單元設定的學習目標仍為重要的參考來源。二、學生在教學歷程中的學習反應與討論解題表現等形成性評量訊息。口語布題與說明、提供釘板、小白積木、平方公分板等教具操作,以及投影設備,是教師使用以輔助面積教學的表徵與工具。從樣本教師的自編問題,企圖連結學生數學想法與澄清迷失概念的問題提問等師生討論互動,可見其轉化處理。由課程實施中的教學轉化分析,可發現教師的數學學科知識及數學教學內容知識為其轉化處理的重要基礎。
This study examines aspects of instructional transformation based on theories of effective mathematics teaching and a video-taped lesson demonstrated by an experienced teacher for teaching basic concepts of area measurement. These aspects included the use of textbooks, problem posing, the use of instructional representations and aids, and approaches for engaging students in discussion. The findings suggest that the teacher tended to pose problems, which represented curriculum adaptation and tailoring to some extent, by referring to multiple sources. The sources included: a. Problems that the teacher invented coupled with extended materials closely related to learning goals set by the textbook. b. Student problem-solving performance evaluated from formative assessments. The teacher employed instructional representations and aids, verbal language for problem posing, manipulatives (geoboards, 1 cm^3 cubes, and grids), and project-equipment. The mathematics problems discussed for the lesson exhibited the instructional transformation, including the math problems and sub-questions used in an attempt to connect with mathematical thinking of students and to clarify any misconceptions. These aspects aforementioned seemed to connect with the teacher's subject matter knowledge of mathematics and pedagogical content knowledge of mathematics.
Other
1.Wilson, S. M., Shulman, L. S., & Richert, A. E.(1987)。‘150’ different ways of knowing: representations of knowledge in teaching。  new window
期刊論文
1.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
2.Freeman, D. J.、Porter, A. C.(1989)。Do textbooks dictate the content of mathematics instruction in elementary schools?。American Educational Research Journal,26,403-421。  new window
3.Cohen, D. K.、Raudenbush, S. W.、Ball, D. L.(2003)。Resources, instruction, and research。Educational Evaluation and Policy Analysis,25(2),119-142。  new window
4.Henningsen, M.、Stein, M. K.(1997)。Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning。Journal for Research in Mathematics Education,28(5),524-549。  new window
5.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
6.Penuel, W. R.、Fishman, B. J.、Yamaguchi, R.、Gallagher, L. P.(2007)。What makes professional development effective? Strategies that foster curriculum implementation。American Educational Research Journal,44(4),921-958。  new window
7.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。  new window
學位論文
1.王品心(2008)。台北縣國小四年級數學教學錄影研究(碩士論文)。臺北市立教育大學。  延伸查詢new window
圖書
1.教育部(2010)。國民中小學九年一貫課程綱要數學學習領域。台北市:教育部。  延伸查詢new window
2.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia:National Council of Teachers of Mathematics。  new window
3.黃政傑(1991)。課程設計。臺北:東華。  延伸查詢new window
其他
1.南一書局國小數學教科用書編撰委員會(2000)。國民小學數學(第三冊)教學指引(二上)。  延伸查詢new window
2.孫德蘭(2006)。國小教師解讀數學教科書~以分數乘法教材為例。  延伸查詢new window
3.教育部(1993)。國民小學課程標準。  延伸查詢new window
4.劉好(1994)。國民小學數學科新課程中幾何教材的設計。  延伸查詢new window
5.譚寧君(1997)。面積與體積的教材分析。  延伸查詢new window
6.譚寧君(1998)。國小兒童面積迷失概念分析研究。  延伸查詢new window
7.Baroody, A. J.(1989)。Fostering children’s mathematics power。  new window
8.Burns, B. A., & Brade, G. A.(2003)。Using the geoboard to enhance measurement instruction in the secondary school mathematics。  new window
9.Cai, J., Perry, B., Wong, N.-Y., & Wang, T.(2009)。What is effective teaching? A study of experienced mathematics teachers from Australia, the Mainland China, and Hong Kong-China, and the United States。  new window
10.Drake, C., & Sherin, M. G.(2006)。Practicing change: Curriculum adaption and teacher narrative in the context of mathematics education reform。  new window
11.Givvin, K. B., Jacobs, J., Hollingsworth, H., & Hiebert, J.(2009)。What is effective mathematics teaching? International educators’ judgments of mathematics lessons from the TIMSS 1999 video study。  new window
12.Hill, H. C.(2004)。Professional development standards and practices in elementary school mathematics。  new window
13.Huang, H.-M. E. & Witz, K. G.(2011)。Developing children’s conceptual understanding of area measurement: A curriculum and teaching experiment。  new window
14.Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C.(2004)。A conceptual framework for learning to teach secondary mathematics: A situative perspective。  new window
15.Piaget, J., Inhelder, B., & Szeminska, A.(1960)。The child’s conception of geometry。  new window
16.Remillard, J. T.(2000)。Can curriculum materials support teachers’ learning? Two fourth-grade teachers’ use of a new mathematics text。  new window
17.Schifter, D., Bastable, V., Russell, S. J., & Woleck, K. R.(2002)。Measuring space in one, two, and three dimensions: Case book。  new window
18.Shkedi, A.(2009)。From curriculum guide to classroom practice: teachers’ narratives of curriculum application。  new window
19.Stecher, B., Le V., Hamilton, L., Ryan G., Robyn, G, & Lockwood, J. R.(2006)。Using Structured classroom vignettes to measure instructional practices in mathematics。  new window
20.Stein, M. K., Remillard, J., & Smith, M. S.(2007)。Howe curriculum influences student learning。  new window
21.Stephan, M., & Clements, D. H.(2003)。Linear and area measurement in prekindergarten to grade 2。  new window
22.Stigler, J. W., Gonzales, P., Kawanaka, T., Knoll, S., & Serrano, A.(1999)。The TIMSS videotape classroom study: Methods and findings from an exploratory research project on eighth-grade mathematics instruction in Germany, Japan, and the United States, NCES 99-074. Washington, DC: U.S. Government Printing Office。  new window
23.Stodolsky, S. S.(1999)。Is teaching really by the book?。  new window
24.Tarr, J. E., Chavez, O., Reys, R. E., & Reys, B. J.(2006)。From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students’ opportunity to learn。  new window
圖書論文
1.Goodlad, J. I.(1979)。The scope of the curriculum field。Curriculum inquiry: The study of curriculum practice。New York:McGraw-Hill。  new window
 
 
 
 
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