Research of guidance the primary schools'' mathematic teachers to develope their reflective thinking ability on teaching math

• Main Authors: Mei-Ling Yang, 楊美伶
• Other Authors: Jing Chung
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/27000350557025010357

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === Abstract This research is to investigate that how to improve the ability of reflective thinking of the elementary schools’ teachers. The purpose of this research is to find out the strategies of improving mathematic teachers’ reflective thinking ability, the development consequences of reflective thinking, and to increase the factors, which can improve the reflective thinking. We invited seven teachers who came from different primary schools to be our investigators─members of mathematic teaching developmental group, and the researcher was be the adviser. After all, we stood through seminars --two days a week and lasted for ten weeks. The investigators increase those factors that can improve reflective thinking by the reflection of their professional developmental processes, and we combined and inverted those factors with teachers’ developmental needs, and then, constructed the environment of mathematic development group to go through the study. We found that teachers investigated in the mathematic teaching developmental group expected that they could get more knowledge of teaching math from the instructor. At the pleasure atmosphere teachers were likely to quest and thinking, and also we discussed the exercises, which cover every grades, to improve the understanding of vertical teaching materials development between different grades. The instructor also encouraged teachers to thinking, question about teaching, and conceptualizing strategies of mathematic teaching and the responses of teaching crew to stimulate teachers’ reflective thinking ability. The innate value of reflective thinking was reflected at teaching methods, and the time teachers used their reflective thinking were at the discussion in the mathematic teaching developmental group or, just finish a class; moreover, two teachers had obviously advances at the reflective thinking of mathematic teaching. Teachers who joined the research of mathematic teaching development have changed their way of how to teach, and they become more willing to understand why have students those questions, they also have understood the importance of construction of concepts, through observation of exercises that in order to construct concepts to analyze students’ reflection; they can think more about the arrangement of putting questions to increase students’ interests of learning, and at last, they understand the importance of using teaching aids, which let students to construct the mathematical concepts more easily. Key words: Reflective Thinking, Professional Development, Mathematic Teaching, Co-operative Action Inquiry