| Summary: | 碩士 === 臺北市立大學 === 數學系數學教育碩士班 === 105 === This study aims to investigate how a mathematics teacher adopts the ideas of MGA into teaching practice after the professional development of learning with MGA. During the study period, the teacher of the Department of Mathematics and Mathematics was the second phase of the workshop, so the author of this study is based on the quantification of the mother group as the main research. According to the above research purpose, the research question is for participation in the second phase of the math activist workshop
1 How about teacher's idea of the workshop?
2 How about teacher's idea of the MGA?
3.Why teachers go in to workshop of the MGA?
4 Does the teacher ever use the MGA in teaching ? which ? why ? how?
According to the above , this study used semi structured interview to understanding teachers' idea, subjective, and participation after the workshop.
We found that the teacher's idea of the MGA will affect teachers how to use, and teachers adjust how to use the MGA , to make students from MGA to mathematics , that showing the views of teachers The influence of teaching behavior.
According the "Interpreting the change of teacher after workshop to interconnected model " to analyzed by the "reflection" and "enactment" The teacher 's changeThis study is considered:Through the workshop of MGA , to make teachers change to have professional growth；With the discussion of teachers' community, may be an important part of professional growth；This is characteristics ,teacher go in workshop of MGA , is to made the professional growth of teachers community；There may be differences in the years of teachers' teaching and professional growth in the workshop.
Key words : MGA, Workshop , Reflection
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