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題名：國小教師參與數學補救教學培育課程--自我覺知數學教學知識改變之研究
書刊名：師資培育與教師專業發展期刊
作者：蕭芷芸／陳彥廷 引用關係／陳中川 引用關係
作者(外文)：Siao, Jhih-yun／Chen, Yen-ting／Chen, Chung-chuan
出版日期：2017
卷期：10:3
頁次：頁59-86
主題關鍵詞：周長與面積；補救教學；數學教學知識；整數四則混合計算；Perimeter and area；Remedial instruction；Mathematics pedagogical content knowledge；The four fundamental operations of integers
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本研究旨在探究兩位國小教師在進行數學補救教學培育課程前、後，自我覺知數學教學知識的改變及其在實踐數學補救教學時，所呈現的數學教學知識整合樣貌。首先，研究者提供「國小教師數學教學知識知覺量表」與問卷給予兩位教師評估自身之數學教學知識現況；其次，再以他們進行「整數四則混合計算」與「周長與面積」等兩個單元之數學補救教學錄影資料，分析其數學教學知識的整合情形；最後，根據兩位教師在數學補救教學培育課程前、後所填寫之量表與問卷，分析他們自我覺知數學教學知識的改變，以及數學補救教學培育課程對其數學教學知識的影響。研究結果顯示：1.兩位教師在培育課程前，對自身數學教學知識之知覺存在差異；2.兩位教師經過數學補救教學培育課程後，自覺數學教學知識各面向皆有成長；3.兩位教師在實踐數學補救教學中，其展現的數學教學知識整合亦具有一致性；4.兩位教師經過數學補救教學培育課程後，更保守地評估自己的數學補救教學知識，其對於數學教學知識的自覺呈現一致性。
Focusing on two participating elementary school teachers, this study investigated the self-awareness of their changes in mathematical pedagogical content knowledge after attending mathematics remedial instruction courses. This study also examined the overall performances of their mathematical pedagogical content knowledge when they engaged in mathematics remedial instruction practices. First, the researchers presented the teachers with a questionnaire on ＂Self-perception of Mathematics Pedagogical Content Knowledge for Elementary School Teachers＂ in order to assess their mathematical pedagogical content knowledge prior to the study. Second, based on videotape recordings during their classroom teaching of two math remedial units on ＂the four fundamental operations of integers＂ and ＂perimeter and area＂, the researchers analyzed the extent as to how well the teachers were able to successfully integrate different components of mathematical pedagogical content knowledge into their teaching practices. Finally, the teachers' awareness of their changes in mathematical pedagogical content knowledge was analyzed from the results of the questionnaires they took before and after attending the mathematics remedial instruction courses. Impacts of the mathematics remedial instruction courses on the teachers' mathematical pedagogical content knowledge were also explored. The results indicate that differences do exist between the two teachers' self-perceptions of mathematical pedagogical content knowledge before attending the mathematics remedial instruction courses. In addition, after attending mathematics remedial instruction courses, both participating teachers improved their mathematical pedagogical content knowledge. Moreover, it is noted that the two teachers demonstrated quite similar overall performances in combining the various components of mathematical pedagogical content knowledge during their mathematics remedial instruction practices. After attending the mathematics remedial instruction courses, both teachers tended to assess their pedagogical knowledge in mathematics remedial instruction more cautiously and also showed similar and consistent self-awareness of their changes in mathematical pedagogical content knowledge.
期刊論文
1.李青春、胡學誠(20090600)。一個針對基礎數學學習者的線上評量與迷思概念導正工具。臺中教育大學學報. 數理科技類，23(1)，1-28。new window  延伸查詢new window
2.梁淑坤(20120900)。數學學習低落學生補救教學之策略。教育研究，221，25-36。new window  延伸查詢new window
3.陳彥廷(20140300)。「國小教師數學教學知識（MPCK）知覺量表」發展之探究。測驗學刊，61(1)，51-78。new window  延伸查詢new window
4.Ball, D. L.、Rowan, B.(2004)。Introduction: Measuring instruction。The Elementary School Journal，105(1)，3-10。  new window
5.Park, S.、Chen, Y. C.(2012)。Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms。Journal of Research in Science Teaching，49(7)，922-941。  new window
6.Park, S.、Oliver, J. S.(2008)。Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals。Research in Science Education，38(3)，261-284。  new window
7.Hashweh, M. Z.(2005)。Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge。Teacher and Teaching: Theory and Practice，11(3)，273-292。  new window
8.Brown, J. S.、Burton, R. R.(1978)。Diagnostic models for procedural bugs in basic mathematical skills。Cognitive Science，2(2)，155-192。  new window
9.許德田、張英傑(20040300)。二位國小實習教師數學教學專業發展之研究。國立臺北師範學院學報. 數理科技教育類，17(1)，25-55。new window  延伸查詢new window
10.Clermont, C. P.、Borko, H.、Krajcik, J. S.(1994)。Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators。Journal of Research in Science Teaching，31(4)，419-441。  new window
11.林碧珍(20000200)。在職教師數學專業發展方案的協同行動研究。新竹師院學報，13，115-147。new window  延伸查詢new window
12.鍾靜、張淑怡、陳幸玫、陸昱任、戴坤邦(20120600)。國小數學教師專業標準之建構。科學教育學刊，20(3)，217-239。new window  延伸查詢new window
13.林佳秀、張自立、辛懷梓(20131000)。透過「學習共同體」模式進行補救教學之研究。國民教育，54(1)，105-111。  延伸查詢new window
14.McLaughlin, T. F.、Vacha, E. F.(1992)。The at-risk student: A proposal for action。Journal of instructional psychology，19(1)，66-68。  new window
15.陳彥廷(20150900)。國小教師數學教學知識之個案研究。科學教育學刊，23(3)，213-239。new window  延伸查詢new window
16.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
17.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
18.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
19.張新仁(20010600)。實施補救教學之課程與教學設計。教育學刊，17，85-106。new window  延伸查詢new window
研究報告
1.劉曼麗(2006)。國小職前教師數學專業基準與發展之研究（含實習） (計畫編號：NSC94-2522-S-153-004)。臺北市：行政院國家科學委員會。  延伸查詢new window
2.黃幸美、周筱亭(1997)。台灣區國小教師的數學知識、數學教學知識及其對兒童數學知識的認知之現況研究 (計畫編號：NSC85-2513-S-081B-001)。臺北市：行政院國家科學委員會。  延伸查詢new window
學位論文
1.吳明崇(2003)。國中數學專家教師教學專業知識內涵之個案研究(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
2.林淑凌(2014)。二位國小高年級教師數學教學知識之比較(碩士論文)。國立臺中教育大學。  延伸查詢new window
圖書
1.Kilpatrick, J.、Swafford, J.、Findell, B.(2001)。Adding it up: Helping children learn mathematics。Washington, DC：National Academy Press。  new window
2.Loucks-Horsley, S.、Hewson, P. W.、Love, N.、Stiles, K. E.(1998)。Designing professional development for teachers of science and mathematics。Thousand Oaks, CA：Corwin Press。  new window
3.郭生玉(2002)。心理與教育研究法。新北：精華書局。  延伸查詢new window
4.LeCompte, M. D.、Millroy, W. L.、Goetz, J. Preissle(1992)。The handbook of qualitative research in education。Academic Press。  new window
5.教育部(2011)。國民小學與國民中學補救教學實施方案之內涵與推動。臺北市：教育部。  延伸查詢new window
6.Strauss, Anselm L.、Corbin, Juliet M.(1990)。Basics of qualitative research: Grounded theory procedure and techniques。Sage。  new window
其他
1.行政院教育改革審議委員(1996)。教育理念與地方教育實務研討會會議紀錄，臺北市：行政院教育改革審議委員會。  延伸查詢new window
2.教育部(2014)。國民小學及國民中學補救教學實施方案，教育部。，http://priori.moe.gov.tw/download/2014-2-5-10-15-30-nf1.pdf。  延伸查詢new window
3.教育部(2011)。十二年國民基本教育實施計畫，臺北：教育部。，http://12basic.edu.tw/Detail.php?LevelNo=8。  延伸查詢new window
圖書論文
1.黃志賢(2003)。數學低成就學生的補救教學。九年一貫數學學習領域綱要諮詢意見--理念篇。臺北：教育部。  延伸查詢new window
2.Slavin, R. E.(1989)。Student at-risk for school failure。Effective programs for students at risk。Boston：Allyn & Bacon。  new window
3.Koehler, M. S.、Grouws, D. A.(1992)。Mathematics teaching practices and their effects。Handbook of research on mathematics teaching and learning。New York：Macmillan Press。  new window
4.王麗卿(2002)。提升學習困難的學生之學習能力個案問題的探討及個別化教學之規劃。臺中師院特殊教育論文集。  延伸查詢new window
5.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。Macmillan。  new window
6.Thompson, A. G.(1992)。Teacher's beliefs and conceptions: A synthesis of the research。Handbook of research on mathematics teaching and learning。New York, NY：Macmillan。  new window
 
 
 
 
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