Junior High School Math Teachers’ Awareness about Students’ Math Ability – the Math Area of the 9-year Integrated Curriculum in Tainan County Sampled

• Main Authors: Chia-Nan Yen, 顏嘉男
• Other Authors: Tien-Tsai Kuo
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/78567064615208216238

碩士 === 致遠管理學院 === 教育研究所 === 95 === This study aimed to explore what influence the Mathematic Area of the 9-year Integrated Curriculum has on junior high school students in terms of their math -ematic ability and to offer some suggestions according to the results of the study. A questionnaire survey and a documentary analysis were conducted to carry out the investigation. The questionnaire survey, in which the 256 participants were all qulified math teachers at the public junior high schools in Tainan County in 2006, was intended to examine the influence of the Mathematic Area of the 9-year Integr -ated Curriculum on junior high students’ math ability. The SPSS 10.0 for Windows, t test, and One-Way ANOVA were later employed to attain the statistical results. The following are some important findings. 1.The implementation of the mathematic area of the 9-year Integrated Curriculum has led to some changes in math teachers. First, math teachers are more willing to study further and the number of the teachers who go to graduate school rises every year. Second, generally, math teachers are more active in participating in in-service training so as to go with the 9-year Integrated Curriculum. Third, the math curriculum and math teaching can mainly conform to the implementation principles of the Mathematic Area of the 9-year Integrated Curriculum. And fourth, math teachers, however, become very worried about students’ low math ability. 2.The difficulties and problems that math teachers have are as follows. First, there is no continuity between different textbooks for different graders. Second, there is no enough teaching time. Third, there are differences between new textbooks and old textbooks. And fourth, there is no continuity between the textbooks for elementary school students and those for junior high students and between those for junior high students and those for senior high students in terms of curriculum integration. The following are the suggestions: First, the administrative department in Board of Education should investigate the necessity and project on increasing classes so as to redeem the students’ low level in mathematics. Second, the administrative units in schools ought to provide math teachers with more teaching resources and more flexible teaching periods. Third, math teachers are supposed to carry out different complementary teaching according to the diverseness of students’ abilities.