| Summary: | 碩士 === 國立台北師範學院 === 數學暨資訊教育學系(含數學教育碩士班) === 93 === Applying Habermas’ Theory of Communicative action to Parent-Teacher Communication in Mathematics Education
Shu-Chen Tsai
Abstract
There are so much dispute in the reformation of mathematics education, the coverage of mass media has a great impact on public opinion, that causes parents to bring up questions toward mathematics education.The attempt of this research is to put Habermas’ theory of communicative action in use, developing the model of parent-teacher communication in mathematics education to establish consensus.
Data reported in this research were collected by the discourse between researcher and three parents of the first-grade during six months,operating in coordination with questionnaire,mathematics journals.One of the goals of the research is applying four validity claims to test the contents of the communication ,and through this model to observe what impact will have on parents and teachers.
The research findings are as follows:
1.The meaning and contribution of applying Habermas’ theory of communicative action to develop the model of parent-teacher communication in mathematics education:
(1)Ideal speech situation emphasizes parents and teachers as equal status in the process of communication.
(2)Validity claims are to test the validity of contents of communication.
(3)To build up consensus in mathematics education between parents and teachers through argument and reflection.
2.The changes of parents and teachers:
(1) The changes of parents
a. The change of mathematical belief.
b. The clarification of the mathematical concepts.
c. The amendment of the mathematical instruction method.
d. he adjustment of the mathematical instruction attitude.
e.To build up the confidence of mathematical instruction.
f.To raise participation in classroom activities.
(2)The changes of teacher
a. To adjust mathematical instruction.
b. To teach students in accordance with their aptitude.
c. To perceive the importance that parents and teachers can learn from each other.
3.The limits of applying Habermas’ theory of communicative action to parent-teacher communication in mathematics education.
(1)It is hard to apply the communicative action model to all the parents at the same time.
(2)The sincereity of contents of discourse is hard to be tested.
(3) Insufficient mathematics knowledge of some parents results in a dilemma causes unequal problems between the role of parents and teachers in the process of communication.
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