A Study of Strategies Used by Teachers When Responding to Number Sense Problems

• Main Authors: Chun-wei Chen, 陳俊偉
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/42703256038163552240

碩士 === 國立臺南大學 === 數學教育學系 === 95 === A procedure is this study was to investigate the problem-solving strategies used by teachers when responding to number sense question. Moreover, this study was also to discuss the differences of teachers’ number sense among genders, teaching grades, years of service and teachers who were graduated from mathematics education or college of science and engineering. 1. The highest correct ratio on the ability of number magnitude. 2. There was no significant effect on teacher gender. 3. There was no significant effect on teacher different grades. 4. In terms of years of service, there was a significant effect on understanding and applying the meaning, mathematics and symbols of numbers. 5. In terms of teacher who were graduated from mathematics education or college of science and engineering, there were significant effects on all components of number sense. 6. In terms of teacher who used non-direct mathematics, the highest ratio was on understanding and applying the meaning, mathematics and symbols of numbers. 7. In terms of teacher who could not use non-direct mathematics，the most distracted situation was to calculate by using different strategies flexibly.