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Title: 台中市國小教師數學知識信念與數學教學行為之關係研究
Other Titles: The Relationships between Epistemological Beliefs and Teaching Behaviors among Elementary School Mathematics Teachers in Taichung City
Authors: 張瓊文
Contributors: 吳璧如
張瓊文
Keywords: 知識信念;教學行為;數學教學
epistemological belief;teaching behavior;mathematics teaching
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
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：
一、台中市國小教師具備成熟的數學識知本質信念，但對於數學知識本質的信念較不成熟。
二、台中市國小教師在數學課的師生互動屬於學生中心取向，但傾向採取教師中心取向的教學方法。
三、性別、年齡、學歷背景、教學年資及任教年級並不影響台中市國小教師的數學知識信念與數學教學行為。
四、台中市國小教師的數學知識信念愈成熟，愈傾向以學生為中心的數學教學行為。
五、台中市國小教師的數學知識信念愈成熟，可預測其數學教學行為愈傾向學生中心取向。
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:[Graduate Institute of Education] Dissertations and Theses

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