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|Other Titles: ||The Relationships between Epistemological Beliefs and Teaching Behaviors among Elementary School Mathematics Teachers in Taichung City|
epistemological belief;teaching behavior;mathematics teaching
|Issue Date: ||2010-12-03
|Abstract: ||本研究旨在探討台中市國小教師數學知識信念與數學教學行為的關係。本研究以問卷調查法進行研究；以台中市475位兼任導師之國小教師為調查對象；採描述統計、單因子多變量變異數分析、積差相關分析、典型相關分析及階層多元迴歸分析等方法進行資料分析。本研究獲得的結論如下： |
The purpose of this study was to investigate the relationships between epistemological beliefs and teaching behaviors among elementary school mathematics teachers. The survey data were collected from 475 elementary teachers in Taichung City. The descriptive statistics, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation, and hierarchical multiple regression were used to analyze the data.
The results of the study revealed that elementary mathematics teachers’ beliefs about the nature of mathematical knowing were more mature than the nature of mathematical knowledge. Their interactions with students inclined toward a student-centered approach; however, they tended to use teacher-centered teaching methods in mathematics classes. Both of the teachers’ Epistemological beliefs and teaching behaviors were not affected by their gender, age, major field in college, number of years in teaching, and grade level of teaching. The teachers’ maturity of epistemological beliefs correlated positively with their student-centered teaching behaviors. Mathematics teachers’ epistemological beliefs could predict their teaching behaviors.
|Appears in Collections:||[教育研究所] 博碩士論文|
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