Explore the Social Interaction and Professional Growth of the Problem-Based Learning Mathematics Teacher Group

• Main Authors: Kun-Pang Tai, 戴坤邦
• Other Authors: Jing Chung
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/63q7y5

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 97 === This research within which social interaction, norm and professional growth of membership of mathematics teacher group activity discussed was applied with case study research. Besides, the objects are a mathematics teachers group composed of one professor and ten teachers on service from different elementary schools tried to practice problem-based learning as a primary method to help develop specialization of teachers. According to the research results, some main conclusions could be made as follows: At the beginning of activities, social interactions of teachers group presented an appearance lead by a professor, questioned and answered by group members. In the meantime, discussions among their discussions are confined to their personal ex periences. After these members shared the information they themselves prepared, presented as an appearance which members shared their information to inspire discussions. Then the contents of discussions were carried with their information they prepared rather than based on their personal experiences. The topic social norms, under which two concepts came up with norms of process and those of discussion, are discussed as follows: As for norms of process, four concepts are: (1) Come up with problems shaping contents of fact columns within structure in the process of mathematics instruction. (2) Responsible for action plans planned in structure. (3) Share the information collected each based on these action plans of structure. 4. Fill in the evaluation form to reflect joining behavior themselves in the end of topic discussion. Norms above were formed by the mode operated by problem-based learning. Besides, norms of discussion are: (1) Discuss the contextual arrangements of teaching materials according to Curriculum Guidelines. (2) Discuss students’ learning situation along with relative arrangements concerning with instruction by students’ cognitive development. (3) Discuss learning difficulties to mathematics learning by their teaching experiences together with doctoral and master dissertations. (4) Discuss the instructional method which concerns how to help develop students to figure out mathematics by teachers’ experiences. Four norms above symbolized issues and ways often discussed of each topic. In this study, the researcher found out: Group members, as for mathematics knowledges, recognized even better and completely about mathematics curriculum in elementary school by the discussion of cross-grade mathematics context arrangements, which inspired them to reflect their instruction on how to connect on relative contents spread in other grades. Information of cognitive development of students and discussions of learning difficulties of mathematics are included in knowledge of students’ cognitions in mathematics. The former helped the membership aware arrangements of learning and teaching; besides, the latter helped them understand why learners sometimes at a loss and be productive about more strategies to mathematics instruction. As for pedagogical knowledge in mathematics, sharing behaviors about teaching approaches of colleagues along with discussions of data of teaching websites enlarged knowledge one another. In addition, joining in the process of problem-based learning made the whole group members handle mathematics teaching materials having to do with instruction that, what’s more, helped them develop professionally.