| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系在職進修教學碩士學位班 === 102 === Mapping Out the Integration of Mathematics Pedagogical Content Knowledge from Two Elementary School Teachers
Abstract The purpose of this study is to compare two in-service six-grade teachers’ mathematics teaching knowledge integration when teaching “pie chart” and “prism volume”. First, Professional Standards for Elementary Mathematics Teachers’ was administered for teachers to self-evaluate their current teaching knowledge of mathematics. Then with the transcription of their teaching videos and interviews as well as the follow-up statistic analysis of the above mentioned data, mapping out the integration of the components of pedagogical mathematics knowledge was made to realize two teachers’ mathematics teaching knowledge integration in two different units. The study results showed that the teachers’ self-perception of mathematics teaching knowledge was difficult to implement in their teaching practice and their different pre-service training backgrounds made no significant influences on the performance of their teaching knowledge of mathematics. In addition, different mathematics teaching knowledge integrations were found in teaching different units of the two teachers and the teachers’ mathematics teaching knowledge integration still hadn’t achieved a balance. Moreover, it also revealed that a teacher’s individual belief would affect his/her mathematics teaching knowledge integration. At the end of this study some suggestions were provided for further teaching and research in related fields.
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