| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 103 === The main purpose of this study was to investigate the relationship between mathematics teachers' assessment beliefs and their teaching behaviors in junior high schools. Samples were 378 junior high school mathematics teachers selected from Taichung City, Changhua County and Nantou County. Questionnaire was applied to collect data. Data were analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings of this study were as follows: First, the mathematics teachers' perceptions of assessment beliefs are progress-oriented. Second, the mathematics teachers' perceptions of teaching behaviors are progress-oriented. Third, the mathematics teachers' perceptions of assessment beliefs were significantly different in ages, teaching years, and positions. Fourth, the mathematics teachers' perceptions of teaching behaviors were significantly different in gender, ages, teaching years positions, and educational background. Fifth, there was a positive correlation between mathematics teachers' perceptions of assessment beliefs and their teaching behaviors. Sixth, mathematics teachers' assessment beliefs could predict their teaching behaviors.
Based on the findings, this study proposed some suggestions for educational authorities, schools, teachers, and follow-up researchers.
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