學生對於數學教師教學看法與數學焦慮之關聯性－以PISA 2012臺灣學生為例

The Relationship between Students' Viewpoints of Math Teachers and Math Anxiety -Take PISA 2012 Taiwanese Students as an Example

陳姿螢(Tzu-Ying Chen)

PISA ； 教師風格 ； 數學焦慮 ； 潛在類別分析 ； PISA ； Teaching Style ； Math Anxiety ； Latent Class Analysis

教育學誌

39期（2018 / 05 / 01）

55 - 85

繁體中文

本研究資料以PISA 2012學生調查問卷為主，研究對象為臺灣15歲參加PISA 2012之學生，有效人數為3976人。以學生對於數學教師教學看法為自變項，數學焦慮為依變項，進行後續研究，目的為探討不同類型看法之學生對於數學焦慮之差異。本研究使用潛在類別分析，將學生對於數學教師教學看法分為三類，分別為：「低幫助低關懷取向」、「高幫助高關懷取向」、「高幫助低關懷取向」，而研究結果顯示「高幫助低關懷取向」看法之學生，其平均數學焦慮程度較高，而「高幫助高關懷取向」觀感之學生，其平均數學焦慮程度較低。希望能夠從此研究了解這兩者之關聯性，並能運用至教學現場中。

This research mainly focuses on the PISA 2012 student questionnaire, which targets 15-year-old Taiwanese students who joined the PISA 2012 as the research object, with an effective number of 3976 participants. Taking the students' viewpoints of math teachers as independent variables and mathematical anxiety as the dependent variable to do the following research, the purpose is to explore the differences among students who have different types of viewpoints on mathematical anxiety. This research uses Latent Class Analysis to classify students' viewpoints of math teachers into three categories: ＂low help low enthusiasm orientation,＂ ＂high help high enthusiasm orientation＂ and ＂high help low enthusiasm orientation＂. The results show that students who are treated by ＂high help low enthusiasm orientation＂ teacher have higher extent of mathematical anxiety on average, whereas students who are treated by ＂high help high enthusiasm orientation＂ teacher have lower extent of mathematical anxiety on average. We hope to understand the relationship between the mathematical anxieties and the students' viewpoints of math teachers, and thus applied this finding to the teaching scene.

1. 黃泓霖、劉唯玉(2013)。我的麻吉實習輔導老師：實習輔導教師教學風格與實習教師學習風格關係之研究。師資培育與教師專業發展期刊，6(1)，1-24。
   連結：
2. Felder, R. M.,Silverman, L. K.(1988).Learning and teaching styles in engineering education.Engr. Education,78(7),674-681.
3. Grasha, A. F.(2002).Teaching with styles: A practical guide to enhancing learning by understanding teaching and learning styles.Pittsburgh, PA:Alliance.
4. Gresham, G.(2007).An Invitation into the Investigation of the Relationship between Mathematics Anxiety and Learning Styles in Elementary Preservice Teachers.Journal of Invitational Theory & Practice,13,24-33.
5. Hadfield, O. D.,Lillibridge, F.(1991).A hands-on approach to the improvement of rural elementary teacher confidence in science and mathematics.the Annual National Rural Small Schools Conference,Nashville, TN:
6. Haladyna, T.,Shaughnessy, J.,Shaughnessy, M.(1983).A causal analysis of attitudetoward Mathematics.JRME,14(1),19-29.
7. Heimlich, J. E.,Norland, E.(2002).Teaching Style: Where Are We Now?.New Directions for Adult and Continuing Education,93,17-25.
8. Heimlich, J. E.,Norland, E.(1994).Developing teaching style in adult education.Jossey-Bass.
9. Hilton, P.(1980).Math anxiety: Some suggested causes and cures.Two-Year College Mathematics Joumal,11(3),174-188.
10. Jackson, C. D.,Leffingwell, R. J.(1999).The role of instructors in creating math anxiety in students from kindergarten through college.The Mathematics Teacher,92(7),583-586.
11. Keefe, J.(Ed.)(1979).Student learning styles:Diagnosing and prescribing programs.Reston, VA:National.
12. Mayeroff, M.(1971).On Caring.New York:Harper Perennial.
13. Mcleod, D. B.,Adam, V.M.(1989).Affect and mathematical problem solving.New York:Berlin Heidelberg.
14. Noddings, N.(1984).Caring:a feminine approach to ethics and moral education.Berkeley:University of California Press.
15. Norwood,K. S.(1994).The effect of instructional approach on mathematics anxiety and achievement.School Science and Mathematics,94(5),248-254.
16. Peterson, K. D.(1995).Teacher evaluation: A comprehensive guide to new directions and practices.Thousand Oaks,CA:Corwin Press,Inc..
17. Silvernail, D. L.(1986).Teaching styles as related to student achievement.Washington,DC:National Education Association.
18. Slavin, R.(1991).Achievement effects of ability grouping in secondary schools:A best evidence synthesis.Review of Educational Research,60,471-499.
19. 古明峰(1997)。數理教育：孩子為什麼害怕數學─談數學焦慮。國教世紀，175，29-33。
20. 吳明隆(1997)。博士論文(博士論文)。嘉義縣，國立嘉義大學。
21. 李清榮(2005)。碩士論文(碩士論文)。高雄市，國立高雄師範大學。
22. 林生傳(1988)。新教學理論與策略。臺北市:五南。
23. 林怡如(2004)。碩士論文(碩士論文)。雲林縣，國立雲林科技大學。
24. 邱士珊(2013)。碩士論文(碩士論文)。國立臺北教育大學課程與教學研究所。
25. 洪秀珍、謝臥龍、駱慧文(2015)。科技大學女學生「數學領域認同」、「數學性別刻板」、「性別角色刻板」、「情境訊息」與「數學焦慮」之研究。科學與人文研究，3(3)，30-54。
26. 涂金堂(1996)。「數學焦慮」學生的輔導。諮商與輔導，128，21-23。
27. 許斯琪(2001)。碩士論文(碩士論文)。彰化縣，國立彰化師範大學。
28. 郭倩琳、李皎正、王碧玲(2007)。護理關懷課程之發展歷程。護理雜誌，54(4)，53-60。
29. 陳至中（2010）。我數學師資領先國際 關懷不足，中國時報。取自http://tedsm.math.ntnu.edu.tw/news/20100417_3.pdf
30. 陳佩瑩(2009)。碩士論文(碩士論文)。嘉義縣，國立嘉義大學。
31. 陳冠芸(2016)。初探學生評鑑教師教學之適當性。臺灣教育評論月刊，5(1)，201-203。
32. 黃建智(2014)。碩士論文(碩士論文)。國立臺北教育大學教育經營與管理學系。
33. 甯自強(1983)。數學恐懼症的治療與預防。教育資料文摘，11(6)，119-127。
34. 魏麗敏(1989)。國民中小學一般焦慮、數學焦慮、數學態度之比較研究。台中師院學報，5(1)，129-153。

1. 張芳全(2021)。高中生數學素養表現因素之分析：以自我教育期望與數學學習動機為中介變項。學校行政，134，23-58。