Study on Teachers' Learning and Teaching in Math Classrooms
| Autor: | Liu,Shu Lan, 劉淑蘭 |
|---|---|
| Rok vydání: | 2005 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 93 Study on Teachers’ Learning and Teaching in Math Classrooms Abstract The purpose of this study is to explore the situation of an elementary school that teachers’ math knowledge and teachers’ math-teaching knowledge were displayed in math classrooms. The contents of this study include teachers’ depth of understanding in the teaching materials of fractional as well as the applications of teachers’ math- teaching methods, e.g. teaching procedures and ways, setting questions,discussing activities, and the uses of surface features and connections. The method of this study was employed by using the qualitative research method. The data came from classroom observation, teacher interviews, and analysis of related documents. And the contents for teacher interviews were conducted by using the questionnaires of self-edited “Teachers’ Math knowledge” and “Teachers’ Math-teaching knowledge” to realize the teacher’ subject knowledge in math as well as the knowledge of teaching math .In order to boost the effectiveness of this study, all data had been corrected through triangle-revises, and it was expected to really show the teachers’ primitive teaching conditions in math classroom. The results of this study revealed the fact that some teachers were situated on the low level of understanding fractional teaching materials; their concepts for fraction were not complete; they were not clear enough on fractional teachers’ materials. It showed that their teaching knowledge was insufficient. On the aspect of the application of math-teaching methods, however, this study discovered most of the teaching patterns were established on teacher-based activities, such as lectures, one-way replies, writing assignments. Their teachings were short of question-based activities, e.g. discussion, team learning, problem-solving, or presentation. They lacked creativity on setting questions and most of them came from texts. Although concrete objects and abstractive signals could be seen for the uses of connections, most of them did not come from the teacher’ concrete and deeply connective direction. As for handling the missing conception of fraction, most of the teachers were not able to prevent it in advance and also find it in teaching until test were taken. Few of then found the way to handle the missing conception is to give more positive and negative example and do more concrete exercises as well as the connective activities with abstractive signals. This study also reveals that teachers who are weaker in Math knowledge express lower performance in Math teaching knowledge. Their teachings are considered boring in classroom observation, focusing only on lecture and writing assignments. Teachers who are stronger in Math knowledge express better performance in Math teaching knowledge. Their teachings are considered active in classroom observation, focusing on more discussion, team learning and problem-solving activities. Lastly, the researcher made self-examination and criticism based on the processes and discoveries of this study, also, provided suggestions toward improvements in elementary school Mathematics teaching difficulties. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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