How Senior High School Mathematics Teacher Explore Mathematics reading text into Mathematical Teaching To Enhance Professional Development：A Case Study

• Main Author: 吳芬華
• Other Authors: 蘇意雯
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/14693601674396060489

碩士 === 臺北市立教育大學 === 數學資訊教育學系數學資訊教育教學碩士學位班 === 101 === The research aims to study a senior high school mathematics teacher’s professional development obtained from participating in exploring reading text of mathematics into mathematical teaching activities. The case teacher in the study is a male, who is teaching at senior high school for five years. The researcher observed how the case teacher in this community of practice to acquire the related concepts of mathematics reading, enriched own pedagogical content knowledge, explored mathematics reading text into mathematics teaching. Moreover, through the case teacher’s professional background, interviews, reflections, ideas, and feedback, etc., to discuss the changes of his professional development as well as the factors that affected these changes. The research method adopted in the study is qualitative case study research. The researcher participated in various meetings and activities of the research team, based on observation, semi-structured interviews, meeting notes, and gathering relevant data, for analysis and discussion. The study found that through exploring mathematics reading text into mathematical teaching activities, it would enable the case teacher to gain mathematical and pedagogical knowledge, and understand students' cognitive knowledge. Under the research team’s planning and following the development stages of mathematics reading text, which included preparation, development and implementation, the case teacher completed the development of mathematics teaching text. From the initial design of the cosine theorem worksheet to mathematical induction curriculum module, the process enabled the case teacher to improve his professional development. The research result shows that the studying and sharing about mathematics reading materials, cooperative learning and the feedback of peer groups, experts’ advice, as well as the case teacher's reflection, are factors that influence the change of teacher's professional development. The case teacher deepened his knowledge of mathematics reading and strengthened the power of developing mathematics reading text through studying mathematics reading related data. He clarified his ideas and initiated his reflection by discussing and interacting with peer groups in meetings to complete the mathematics reading text of mathematical induction into mathematics teaching activities and to enhance his professional ability.