A Study on Teacher-Directed Instruction, Formative Assessment, and Teacher Support in Mathematics

臺灣數學課堂的教師導向教學、形成性評量及教師支持之研究

10.6249/SE.201906_70(2).0014

陳玟樺(Wen-Hua Chen)

PISA ； Formative Assessment ； Mathematics Achievement ； 國際學生能力評量計畫 ； 形成性評量 ； 數學成就

中等教育

70卷2期（2019 / 06 / 01）

49 - 65

英文

When evaluating students' learning process, there are few studies on the roles of inquiry-based learning and the formative assessment in mathematics curriculum in Taiwan in the past. As an effort to understand the effects of these factors, the purpose of this study is to evaluate how Taiwan's mathematics teachers perform specific tasks associated with three domains of instructional practices, including teacher-directed instruction, Formative Assessment, and Teacher Support, based on the date from the Programme for International Student Assessment (PISA) in 2012. Firstly, this study investigates the relationship between students' assessment scores in mathematics and student-related factors that influence students' assessments of teachers in those skills. Then, this study specifically compares and analyzes the students' perceptions of their mathematics teachers' classroom supports in these three sections since Taiwanese pay more attentions on the education in Shanghai and Finland,. The results of the study indicate that: there is a significant and negative relationship between formative assessment and student mathematics achievements when controlling the variation of student characteristics; there is no meaningful relationship between teacher-directed instruction and student mathematics scores; teacher support is significantly and positively related to student mathematics achievements. Students in Taiwan and Shanghai-China are more likely to agree with the availability of teacher support in schools when compared with those in Finland.

當評估學生學習歷程時，臺灣過去的數學課程較少關注於探究和形成性評量所扮演的角色。為理解此影響，本研究運用國際學生能力評量計畫2012（Programme for International Student Assessment 2012）資料來探究臺灣數學教師執行與教學實踐相關之具體任務如教師導向教學（Teacher-Directed Instruction）、形成性評量（Formative Assessment），以及教師支持（Teacher Support）等面向與學生數學學習成就之關係。此外，基於臺灣對上海和芬蘭教育多有關注，本研究亦針對此三地學生對其數學教師課室中支持程度之感知做一比較與分析。研究結果顯示：在控制學生特性下，形成性評量和學生數學成績之間呈現顯著負相關，教師導向教學和學生數學成績之間則無顯著相關，至於教師支持和學生數學成績之間則呈現顯著正相關。相較於芬蘭學生，臺灣和上海的學生似乎更傾向於認為學校數學教師給予較多的支持。

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