A research on a senior teacher's intelligent growth of mathematics teaching in a mathematics growing group

• Main Author: 莊上霖
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/57735746605502191160

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 94 === The subject, Fang-Fang, have accumulated 23 years teaching experiences, is a senior teacher trained as a mathematics curriculum teacher of 64-year edition by Banchiau Teacher-Training Center. According to the analysis of this study, the teacher, Fang-Fang, paid much attention to students’ previous experiences, manipulation of teaching aids, students’ learning motivation and analysis of teaching materials, who also utilized Problem Posing to test students’ concept of understanding. All those abilities of teaching intelligence displayed that Fang-Fang possessed a model of courses, teaching approaches, and assessments for her to follow year after year. The emphasis on her teaching revealed that Fang-Fang is an experienced teacher and she could implement teaching effectively. Fang-Fang is not only capable in many ways, but she also demanded herself to be progressive and to be more enthusiastic at participating Mathematics Growing Group. The analysis of this study showed that Fang-Fang has obviously progressed and changed in mathematics teaching intelligence and also students’ knowledge of mathematics learning after she have participated Mathematics Growing Group. There are three significant progresses of Fang-Fang: 1. to develop and promote interaction of teaching beliefs and abilities between learners; 2. to develop students’ various strategies for problem-solving; 3. to change teaching tactic of Mathematics Algorithm. Viewed from analytic topics, Fang-Fang was more or less changed and progressed in facilitating interaction between learners, ways of presenting a concept to students, layout of question types, layout of concept form, teaching approaches and teaching strategies, teaching assessment, students’ difficulty of learning, students’ strategies of solving problems, students’ development of recognition, students’ way of thinking, students’ judgment and students’ abilities of communication. Regarding to the focal points from the discussion of Mathematics Growing Group, no matter how it is important of the teaching of square measure, volume, fraction and line symmetry and cases discussion; however, Fang-Fang was always able to reinforce and promote her own teaching. Therefore, once teachers have self-awareness and sufficient stimulation, teachers can acquire growth no matter how senior they are. The growth of Fang-Fang led her to be qualified to teach new curriculum, it also stated that lots of intern teachers in Mathematics Growing Group conducting by expert teachers would promote and push forward a senior teacher’s growth. On one hand, there are five factors promoted Fang-Fang’s progress: 1. stimulation and actuation of Growing Group; 2. reading and discussion of research-based cases in a written form; 3. the inspiration and positive response of students’ problem-solving; 4. the guideline from the leader Pei-Pei of Growth Group; 5. teachers’ self-awareness. But, on the other hand, there are six certain factors to limit her teaching: 1. affected by teaching experiences in the 64-year edition; 2. developed a personal and specific format of teaching principle by many years’ teaching experiences; 3. teacher-center method became inertia of the teaching; 4. felt concern about not being able to complete the teaching material in limited time; 5. too much emphasis on students’ behavior and lack of techniques to guide students’ discussion; 6.affected by students’ learning result. To conclude, this study proposes four suggestions: 1. developing Growing Group to support deeply in educational innovation; 2. encouraging and organizing the establishment of Growth Group for teachers’ further education; 3. associating different schools’ teachers to be Seed Teacher Growth Group via training by Compulsory Education Advisory Group, further to train leaders of Growing Group as well; 4. reading and discussing research-based cases in a written form as an starting point to promote teachers’ self-reflection.