Author: |
朱啓台 Chu, Chi-Tai |
---|---|
Thesis Title: |
探究臺灣中學數學職前教師對教學過程之覺適 Investigation on Taiwanese Secondary Mathematics Pre-service Teachers' Noticing on the Teaching Process |
Advisor: |
謝豐瑞
Hsieh, Feng-Jui |
Committee: | 鄭英豪 蘇意雯 楊凱琳 王婷瑩 謝豐瑞 |
Approval Date: | 2021/09/06 |
Degree: |
博士 Doctor |
Department: |
數學系 Department of Mathematics |
Thesis Publication Year: | 2021 |
Academic Year: | 109 |
Language: | 中文 |
Number of pages: | 165 |
Keywords (in Chinese): | 數學教學知能 、覺適 、教學過程 、分析性歸納 、現象分析 |
Keywords (in English): | Mathematics Teaching Competence, noticing, teaching process, analytic induction, phenomenological analysis |
Research Methods: | 主題分析 、 現象分析 、 內容分析法 、 分析性歸納法 |
DOI URL: | http://doi.org/10.6345/NTNU202101810 |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 183 Downloads: 30 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
數學課是教師、學生,與數學三者互動的歷程,教師的教學知能應該讓師生共同經歷一段讓人心動的數學課。在數學課中,專家教師與生手教師的明顯差異為情境技能(situation-specific skill)或覺適(noticing),本研究目的為了解中學數學職前教師對於教學過程的覺適情形。
本研究對覺適的定義採取三元觀點,包含覺察(attending to)、詮釋(interpreting),與回應(deciding how to respond)。研究工具為三則以教學過程為主題的測驗題,分別聚焦於教學方法、學習診斷,與關鍵事件,數學內容主題為認識函數與求解一元一次方程式。
本研究對象的母體為44位國立臺灣師範大學數學系的實習教師,施測對象為其中33名。資料分析以謝豐瑞(2012)的「國高中數學教學專業知能指標」為基礎,經分析性歸納得到24個維度、164個項目的編碼架構。
本研究發現覺適的胚騰(17項)與特例(6項),並經由覺適看出職前教師的類型(3種)與特色(3項)。本研究的主要結論為:國立臺灣師範大學數學系的實習教師對於教學過程的覺適顯現三種特色:
1. 重視數學帶給學生的感覺與價值。
2. 調整或變化教學時,能夠選擇的方法有限。
3. 在教學過程中,偏向考量教師可以做什麼,而非學生可以做什麼。
依研究發現與結論對後續研究與師培教學的主要建議為:尋找讓師生心動的教學典範進行個案研究並以敘事方式呈現,提供師培課程發展個案教學。
參考文獻
一、中文
佐藤學. (2010). 學校的挑戰:創建學習共同體 (鍾啟泉, Trans.). 上海市: 華東師範大學.
佐藤學. (2012). 教師的挑戰:寧靜的課堂革命 (鍾啟泉 & 陳靜靜, Trans.). 上海市: 華東師範大學.
吳心楷, & 辛靜婷. (2011). 數位學習研究中質性資料的管理與分析:以NVivo軟體的使用為例. In 宋曜廷 (Ed.), 數位學習研究方法 (1 ed.). 臺北: 高等教育.
宋玉如. (2008). 中學數學教師應有的數學教學特質研究 - 學生觀點. (碩士論文). 臺北: 國立臺灣師範大學數學系.
楊凱琳, 謝豐瑞, & 曹博盛. (2012). 中學數學職前教師關於教育實習之學習機會. In 謝豐瑞 (Ed.), 臺灣數學師資培育跨國研究 Taiwan TEDS-M 2008 (pp. 171-196). 臺北: 國立臺灣師範大學數學系.
葉東進. (1994). 課堂記事二則. 數學傳播, 18(4), 3.
葉東進. (2013). 藉題發揮得意忘形. 臺北: 三民書局.
潘慧玲. (2017). 促動改變的扳手:學習共同體影響學校變革之分析. 教育科學研究期刊, 62(4), 31.
謝豐瑞. (2008). 中學教師數學教學能力專業發展研究(III). (NSC 96-2522-S-003-008).
謝豐瑞. (2012). 國高中數學教學專業知能指標. [Indicators of Professional Mathematics Teaching Competence at The Secondary School level]. 中等教育, 63(3), 30-47. doi:10.6249/se.2012.63.3.03
謝豐瑞. (2017). 臺灣與德國中學數學教師專業覺適力跨文化比較研究. (MOST106-2511-S003-027-MY3)
謝豐瑞. (2020). 數學教學元素與教材教法之關聯. In 單維彰 (Ed.), 中學數學教材教法. 臺北: 五南.
二、西文
Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics Teacher Noticing: Seeing Through Teachers' Eyes (pp. xx-xxiv). New York, NY: Routledge.
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3-13. doi:10.1027/2151-2604/a000194
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., . . . Smith, M. (2005). Creating and sustaining effective professional learning communities. London, UK: DfES.
Bruckmaier, G., Krauss, S., Blum, W., & Leiss, D. (2016). Measuring mathematics teachers’ professional competence by using video clips (COACTIV video). ZDM, 48(1-2), 111-124.
Choy, B. H., & Dindyal, J. (2019). Productive Teacher Noticing: Implications for Improving Teaching. In T. L. Toh, B. Kaur, & E. G. Tay (Eds.), Mathematics Education in Singapore (pp. 469-488). Singapore: Springer Singapore.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods (3 ed.). Englewood Cliffs, NJ: Prentice Hall.
Dewey, J. (1902). The child and the curriculum. In L. A. Hickman & T. M. Alexander (Eds.), The essential Dewey (Vol. 1). IL: University of Chicago Press Chicago.
Dewey, J. (1938). Experience and education: Kappa Delta Pi.
Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114.
Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y., & Hsieh, F.-J. (2020). Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking. ZDM. doi:10.1007/s11858-020-01197-z
Farrell, T. S. C. (2008). Critical incidents in ELT initial teacher training. ELT journal, 62(1), 3-10.
Fenstermacher, G. D. (1978). 4: A Philosophical Consideration of Recent Research on Teacher Effectiveness. Review of Research in Education, 6(1), 157-185. doi:10.3102/0091732x006001157
Fenstermacher, G. D. (1986). Philosophy of research on teaching: Three aspects. Handbook of research on teaching, 3(4), 37-49.
Goodwin, C. (1994). Professional Vision. American Anthropologist, 606-633.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, 65-97.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for research in mathematics education, 372-400.
Hsieh, F.-J. (2012). Indicators of professional mathematics teaching competence at the secondary school level. Secondary Education, 63(3), 30-47.
Hsieh, F.-J. (2013). Strengthening the conceptualization of mathematics pedagogical content knowledge for international studies: A Taiwanese perspective. International Journal of Science and Mathematics Education, 11(4), 923-947.
Jacobs, V. R. (2017). Complexities in Measuring Teacher Noticing: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 273-279): Springer International Publishing AG.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for research in mathematics education, 169-202.
James, W. (1890). The Principles of Psychology (Vol. 1): Dover Publications.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development: FT press.
Lewin, K. (1951). Field theory in social sciences. New York: Harper & Row.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Lindmeier, A. (2010). Modeling and measuring knowledge and competencies of teachers: A threefold domain-specific structure model, exemplified for mathematics teachers, operationalized with computer-and video-based methods: Waxmann Verlag.
Mason, J. (2002). Researching your own practice: The discipline of noticing: Psychology Press.
McEwan, H., & Bull, B. (1991). The Pedagogic Nature of Subject Matter Knowledge. American Educational Research Journal, 28(2), 316-334.
Moschkovich, J. N., & Brenner, M. E. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 457-486). Mahwah, NJ: Erlbaum.
Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, CA, US: Sage Publications, Inc.
Niss, M., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9-28.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3 ed.). Thousand Oaks, Calif.: Sage Publications.
Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterise it and how can we represent it? Educational Studies in Mathematics, 26(2), 165-190. doi:10.1007/BF01273662
Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM, 48(1-2), 153-165.
Schön, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions: Jossey-Bass.
Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decision making and its educational applications: Routledge.
Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In Mathematics Teacher Noticing: Seeing Through Teachers' Eyes (pp. 223-238): Routledge.
Senge, P. M. (1997). The fifth discipline. Measuring Business Excellence.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011a). Mathematics teacher noticing: Seeing through teachers' eyes: Routledge.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011b). Situating the study of teacher noticing. In Mathematics Teacher Noticing: Seeing Through Teachers' Eyes (pp. 3-14): Taylor and Francis.
Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers' in-the-moment noticing. In Mathematics Teacher Noticing: Seeing through teachers' eyes (pp. 109-124). NY: Routledge.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Skemp, R. R. (1987). The Psychology of Learning Mathematics: Routledge.
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM, 48(1), 1-27.
Star, J. R., Lynch, K. H., & Perova, N. (2011). Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study. In Mathematics teachers' noticing: Seeing through teachers' eyes (pp. 147-163): Routledge.
Tall, D. (1991). Advanced mathematical thinking. Dordrecht ; Boston :: Kluwer Academic Publishers.
Tall, D., McGowen, M., & DeMarois, P. (2000). The Function Machine as a Cognitive Root for the Function Concept.
Tripp, D. (2011). Critical incidents in teaching: Developing professional judgement. London: Routledge.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and Selecting Key Competencies. Göttingen: Hogrefe & Huber Publishers.