高中數學教師教學專業知識的個案研究

• Main Author: 沈湘媛
• Other Authors: 金鈐
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/82765085760872990910

碩士 === 國立臺灣師範大學 === 數學系 === 100 === This study applies case study research to analyze and compare the professional knowledge of teaching of two high school experienced mathematics teachers. On the theory of mathematical knowledge for teaching presented by Ball et al.(2008), the author collected and analyzed empirical data in the three phases of each teacher. These mathematical topics cover four areas: calculus by Mr. Li, probability by Mr. Chiu, matrix by Mr. Li and Mr. Chiu, and permutation and combination by Mr. Li and Mr. Chiu. Major methods of the data collection were participant observation and interview, and the content of instruction films and interview recording was translated into a transcript. In order to acquire quantitative analysis in the qualitative-oriented study, this study used observation system to analyze the data of instruction films of participant observation. The observation system was modified from mathematical quality of instruction video coding glossary, which was designed by LMT project (2007). Before the author interpreted the content of participant observation and interview, she referred to some text for evidence in order to enhance the quality of this study. While the research result of participant observation is regarded as explicit knowledge of the teacher, the research result of interview is regarded as implicit knowledge of the teacher. In the various research phases, there are many similarities and dissimilarities between explicit knowledge and implicit knowledge of the teachers. In the dimension of the teachers’ explicit knowledge, there are many differences on the qualitative part, but they are similar on the quantitative part. However, in the dimension of the teachers’ implicit knowledge, there are complex and changeful contexts of instruction behind the presentation of stable instruction. The research result implies that specialized content knowledge plays a vital role in the professional knowledge of teaching of high school mathematics teachers, especially in the professional development of teachers. For high school mathematics teachers who have ambition to engage in teaching, there are many points to stimulate deep thought in the professional knowledge of teaching described in the teaching practice of our study. For investigating domestic mathematic teachers’ knowledge, the result of this study points out the various views of the professional knowledge of teaching mathematics in different aspects.