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題名：以教學反思探究一位高中資深數學教師教學用數學知識的內涵與適應
書刊名：課程與教學
作者：卓益安／金鈐／邱顯義
作者(外文)：Cho, Yi-an／Chin, Chien／Chiu, Hsien-yi
出版日期：2015
卷期：18:4
頁次：頁29-56
主題關鍵詞：教學反思；數學教學核心活動；教學用數學知識；Pedagogical reflection；Core activities of mathematics teaching；Mathematical knowledge for teaching
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(2) 博士論文(1) 專書(0) 專書論文(0)
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  • 點閱點閱:6
本研究旨在探究一位資深教師教學用數學知識（Mathematical Knowledge for Teaching）的內涵與適應。首先針對個案教師進行教學前訪談，以及課室觀察和錄影；次則透過「高中數學教學討論會」以分析個案教師數學教學之核心活動，並形成訪談問題；最後則進行個案教師的訪談及教學反思。結果發現：第一、個案教師的數學和學生知識（Knowledge of Content and Students）是指他能夠知道學生學習過的數學技能、數學知識與解題策略；數學和教學知識（Knowledge of Content and Teaching）是指教師能夠將課堂教學的數學內容排序；數學和課程知識（Knowledge of Content and Curriculum）是指教師能夠指出不同的數學概念被安排在哪個年級的數學課程之中；共通數學知識（Common Content Knowledge）是指個案教師能夠自行設計並且解出這些數學問題與任務；專門數學知識（Specialized Content Knowledge, SCK）是指個案教師能夠選擇和發展合適的表徵與例子以解釋數學概念、由二維類推到三維，以及組織連結不同概念；眼界數學知識（Horizon Content Knowledge, HCK）是指個案教師能夠知道哪些數學知識是學生需要卻未編入課本。第二、個案教師在教學反思後，其SCK與影片中其他兩位案例教師的SCK產生適應（adaptation），有些產生同化，有些則調適為HCK。這樣的教學反思使得教師的SCK成為下次教學行動的基礎，也使得教師達到反思即行動（reflection-as-action）的狀態。
The purpose of this study was to explore, through pedagogical reflection, the content and adaptation of an experienced high-school mathematics teacher's mathematical knowledge for teaching. Firstly, via observation and discussion, the experienced high-school mathematics teacher's ＂core activities＂ of mathematics teaching were identified, and some interview questions were compiled in terms of the mathematical analysis of these core activities. Secondly, the reflections regarding the demonstrations of two teachers were provided. Findings of this study indicated that knowledge of content and students involved the teacher's knowing and understanding of his students' learned mathematical skill, mathematical knowledge and strategies for solving mathematical problems; knowledge of content and teaching involved the teacher's ability of sequencing the teaching topics; knowledge of content and curriculum involved the teacher's familiarity with the concepts that had been and would be taught in the same subject area during the preceding and subsequent years in school; common content knowledge involved the design of mathematical exercises and tasks; specialized content knowledge (SCK) meant that the teacher would be able to choose an appropriate example and representation to explain the mathematical concepts; horizon content knowledge (HCK) implied that the teacher would be able to know the mathematical contents that students needed but were not included in textbooks. Furthermore, the case teacher's SCK was adapted to that of the two teachers. Specifically, some was assimilated to the two teachers' SCK, and some was accommodated to HCK. This kind of pedagogical reflection made the teacher's SCK the basis of the pedagogical action.
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.(2010)。The nature and predictors of elementary teachers' mathematical knowledge for teaching。Journal for Research in Mathematics Education，41(5)，513-545。  new window
3.Hager, P.(1996)。Professional practice in education: Research and issues。Australian Journal of Education，40(3)，235-247。  new window
4.Scllick, D.(1996)。Learning to use the mirror: Reflection and teacher education。Education Today，46(4)，11-16。  new window
5.Leinhardt, G.(1983)。Novice and expert knowledge of individual students' achievement。Educational Psychologist，18(3)，165-179。  new window
6.Hill, H. C.、Ball, D. L.、Schilling, S. G.(2008)。Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of student。Journal for Research in Mathematics Education，39(4)，372-400。  new window
7.Hill, H. C.、Ball, D. L.(2004)。Learning mathematics for teaching: Results from California's mathematics professional development institutes。Journal for Research in Mathematics Education，35(5)，330-351。  new window
8.Chinnappan, M.、Lawson, M. J.(2005)。A framework for analysis of teachers? geometric content knowledge and geometric knowledge for teaching。Journal of Mathematics Teacher Education，8(3)，197-221。  new window
9.Bleakley, A.(1999)。From reflective practice to holistic reflexivity。Studies in Higher Education，24(3)，315-330。  new window
10.Hill, H. C.、Blunk, M. L.、Charalambous, C. Y.、Lewis, J. M.、Phelps, G. C.、Sleep, L.、Ball, D. L.(2008)。Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study。Cognition and Instruction，26(4)，430-511。  new window
11.Leinhardt, G.、Smith, D. A.(1985)。Expertise in mathematics instruction: Subject matter knowledge。Journal of Educational Psychology，77(3)，247-271。  new window
12.Borko, H.、Livingston, C.(1989)。Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers。American Educational Research Journal，26(4)，473-498。  new window
13.Berliner, D. C.(1986)。In pursuit of the expert pedagogue。Educational Researcher，15(7)，5-13。  new window
14.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
會議論文
1.Ball, D. L.、Charalambous, C. Y.、Thames, M.、Lewis, J. M.(2009)。Teacher knowledge and teaching: Viewing a complex relationship from three perspectives。The 33rd Conference of the International Group for the psychology of Mathematics Education。Greece：Thessaloniki。121-125。  new window
學位論文
1.莊上霖(2005)。數學成長團體下一位資深在職教師數學教學知能成長之研究(碩士論文)。國立新竹教育大學，新竹。  延伸查詢new window
2.陳芳如(2008)。一位資深高中數學教師實習輔導模式的個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.曾名秀(2011)。資深高中數學教師教學相關知識的個案研究(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
4.陳霓慧(2006)。八位學生數學教師教學認知和情意面互動的個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.陳亭瑋(2011)。資深高中數學教師教學知識與教學構思的個案研究(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
6.許秀聰(2005)。一位資深高中數學教師重構教學概念的行動研究(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
7.林培棠(2011)。兩位資深高中數學教師專門內容知識之嵌入式設計的混合方法研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.江豐光(2005)。國小資深教師數學課堂教學實務之個案研究(碩士論文)。國立中山大學。  延伸查詢new window
9.沈湘媛(2011)。高中數學教師教學專業知識的個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.Sleep, L.(2009)。Teaching to the Mathematical Point: Knowing and Using Mathematics in Teaching(博士論文)。State University of Michigan，East Lansing, MI。  new window
11.Charalambous, C. Y.(2008)。Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship(博士論文)。State University of Michigan，East Lansing, MI。  new window
圖書
1.Berliner, D. C.(1988)。The development of expertise in pedagogy。American Association of College for Teacher Education。  new window
2.教育部(2012)。中華民國師資培育白皮書：發揚師道、百年樹人。教育部師資培育與藝術教育司。  延伸查詢new window
3.饒見維(1996)。教師專業發展--理論與實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
4.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
5.Dewey, John(1933)。How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process。D. C. Heath and Company。  new window
6.Yin, Robert K.(1994)。Case study research: Design and methods。Sage Publications。  new window
7.Patton, Michael Quinn(1990)。Qualitative evaluation and research method。Sage。  new window
圖書論文
1.Ball, D. L.、Lubienski, S. T.、Mewborn, D. S.(2001)。Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge。Handbook of Research on Teaching Edition。Washington D.C.：AERA。  new window
2.周淑卿(2006)。反思實踐者應有的學習經驗--兼論教學實習課程的問題。新世紀師資培育的圖像。臺北：心理。  延伸查詢new window
3.Ball, D. L.、Bass, H.(2000)。Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics。Multiple perspectives on the teaching and learning of mathematics。Westport, CT：Ablex Publishing。  new window
4.Lampert, M.、Ball, D.(1999)。Aligning teacher education with contemporary K-12 reform visions。Teaching as the learning profession: Handbook of policy and practice。San Francisco, CA：Jossey-Bass。  new window
5.Calderhead, J.、Gates, P.(1993)。[Conceptual reflection in teacher development] Introduce。Conceptual reflection in teacher development。London：The Flamer Press。  new window
6.Ball, D. L.、Cohen, D. K.(1999)。Developing practice, developing practitioners: Toward a practice-based theory of professional education。Teaching as the learning profession: Handbook of policy and practice。San Francisco, CA：Jossey-Bass。  new window
7.McDiarmid, G. W.、Clevenger-Bright, M.(2008)。Rethinking teacher capacity。Handbook of research on teacher education。Washington D.C.：AERA。  new window
8.Cooney, T. J.(1994)。Teacher education as an exercise in adaptation。Profession development: 1994 yearbook。Reston, VA：National Council of Teachers of Mathematics。  new window
9.Brown, C. A.、Borko, H.(1992)。Becoming a mathematics teacher。Handbook of Research on Mathematics Teaching and Learning。New York：Macmillan Publishing Company。  new window
10.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
11.Carter, K.(1990)。Teachers' knowledge and learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
 
 
 
 
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