A Survey Study of the Implementation of Mathematics Teaching at Vocational Senior High Department of Special Education Schools in Central Taiwan

• Main Authors: Jia-Line Lin, 林佳玲
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/66301797031978079342

碩士 === 國立彰化師範大學 === 科學教育研究所 === 101 === The purpose of this study is to explore the implementation of mathematics teaching at vocational senior high stage of special education schools in central Taiwan, and the differences in mathematics teaching with different background variables of vocational teachers. The study adopts a questionnaire survey method, mainly focus on five special education schools in central Taiwan, in total 110 teachers to do the survey. Finally, 101 copies returned, the returne rate reach to 91.8%. Descriptive statistics and Chi-squre method are maily used to analyze the collected data. The results show that in the aspect of teacher understanding of student mathematics learning the majority of teachers believe that students become slow learner when learning math. And the main reason to affect students’ learning will be uneven level. To most students, easier to learn topics in mathematics at vocational senior high stage of special education schools cover “numbering” and “use of computer“, while ”number operations” and “space and graphics” are the most difficult. In the aspect of choose mathematics teaching materials, the teachers focus mainly on mathematics practicality and functions. And based on students’ general level, their characteristics and then combine those materials with life experiences. Most of the teaching materals are designed by teachers themselves. In teaching practice, integration life experience with mathematics and direct teaching methods are two frequent instructional pedagogies used by most teachers. In addition, small group instruction often can be seen in the classroom. The most commonly taught contents in mathematics are “coins recognizing and use of money.” The hardest parts in mathematics teaching include inadequate resources and concepts of appropriate teaching methods. In the aspect of planning teaching equipment, the teachers indicated that computer, multimedia, pictures and photos are representational tools they used most frequently. Most teachers believe that individual guidance is the best way to help students learn. In assessment, most teachers use self-made tests to assess students' learning, and paper-pencil tests and hands on activities are two most frequently used assessment methods. Variables that significantly influence on mathematics teaching of the teachers at vocational senior high stage of special education school include years of teaching mathematics and mathematics learning backgrounds. Based on the findings, recommendations for mathematics teaching at vocational senior high stage of special education schools and future research are provided in the study.