職前教師數學教學概念之初探：從研究實作中學習教學

姚如芬; 郭重吉; 柳賢

doi:10.6173/CJSE.2001.0901.01

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P1 - 13

社会科学 > 教育学

DOI： 10.6173/CJSE

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职前教师数学教学概念之初探：从研究实作中学习教学

Conceptualizing Mathematics Teaching by Doing Research in the Instructional Setting: A Case Study of a Pre-service Mathematics Teacher

姚如芬(Ru-Fen Yau) ；郭重吉(Chorng-Jee Guo) ；柳贤(Shian Lieo)

科学教育学刊； 9 卷 1 期 (2001 / 03 / 01) ， P1 - 13

繁体中文 DOI： 10.6173/CJSE.2001.0901.01

教师即研究者；数学教学研究实作；数学教学概念化；职前数学师资培育； teacher as researcher ； doing research in mathematics instructional setting ； conceptualizing mathematics teaching ； pre-service mathematics teacher education

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摘要 │ 参考文献 (26) │ 被引用文献 (5) │ 国际计量

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A salient feature of this study was to include in the pre-service teacher education program the requirement to do research in the instructional setting. The theoretical perspective of this research was ”teacher as researcher”. The purpose of this case study was to investigate the processes through which a pre-service mathematics teacher learned how to teach by conducting research studies on mathematics teaching and learning. The study was carried out in the context of a two credit hour course called ”Research on Mathematics Teaching and Learning”, which was designed for senior mathematics majors. The main purpose of this course was to provide the pre-service teachers a constructivist learning environment allowing them to carry out research studies on the teaching and learning of mathematics. It was expected that this would lead the pre-service teachers to thinking about instruction in mathematics in greater depth, and therefore enhance their abilities in solving problems related to the teaching of mathematics. Theoretical perspectives from symbolic interactionism and phenomenology were adopted by the researcher in an attempt to understand the conception about mathematics teaching and learning of the pre-service teacher. Qualitative research techniques were used to collect and analyze the data. Triangulation of multiple data sources was used to validate the results. The results of this study showed that the conception about mathematics teaching and learning of pre-service teacher changed gradually in the process when he was conducting the research. The resulting change was nevertheless far from being an overall change. The nature and extent of change depended on the research context that the preservice teacher had experienced. In summary, learning to teach can be viewed from the perspective of conceptual change and it can be concluded that, by providing a pre-service teacher opportunities to do research in instructional settings, teacher was found to have learned to teach mathematics.

参考文献 ( 26 ) 〈TOP〉

Allan, K. K.,Miller, M. S.(1990).Teacherresearcher collaborative: Collaborative professional development.Theory into Practice,29(3),196-202.
Bennett, C. K.(1993).Teacher-researchers: All dressed up and no place to go.Educational Leadership,51(2),69-70.
Bishop(1982).Implications of research for math teacher education.Journal of education for teaching,8(2)
Blumer, H.(1969).Symbolic Interactionism: Perspective and Method.Englewood Cliffs, NJ:Prentice-Hall.
Boyer, E.(1990).Scholarship reconsidered: Priorities of the professoriate.Princeton, NJ:Carnegie Foundation for the Advancement of Teaching.

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