| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === The main purpose of this study was to explore the situations of the teaching problems encountered by the elementary students in after-school. Also, this study was to examine the degree of influence of the teacher’s teaching problems on background variables. Both questionnaire survey and interview were uses to achieve this purpose. Various statistics methods, including frequence distribution, percentage, mean, standard deviation, t-test, one-way ANOVA were employed to analyze the differences among the samples’background variables. The results are summarized as follows:
１.The reason of children attend after-school:
The double-income families are very popular now days. Therefor, the parents of children always worry about placting their children after-school. The parents are unable to teach their children, and wand their children to have good records established. To solve these questions, parents send their children to after-school.
２.The teaching of after-school compare with elementary school:
After-school’s teachers usually use formulas to resolve problems. They consider that children can experience through the intermediary of uninterrupted exercises. The elementary teachers require more then the direct application of computational algorithms. Children must be able to read about and interpret mathematical relationships presented in prose, develop problem-solving strategies, communicate skills, connect among the various areas of mathematics, and employ various problem-solving heuristics.
３.The varieties of different teachers’ backrounds to theching problems encountered by the elementary school teachers show partly significant difference.
(1) In terms of different several children attend after-school:
The degree of teaching problems encountered by the teachers whose classes of children attend after-school are 11~15 is higher than those whose classes of children attend after-school are blow 10.
(2) In terms of majored in different department:
The degree of teaching problems encountered by the teachers who majored in un-mathematical department is higher than those who majored in mathematical department.
Key word：after-school，teaching problem
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