以實務性數學教學提升職前幼教師專業成長

Practical Mathematics in Promoting the Professional Development of Mathematical Teaching for Preservice Kindergarten Teachers

本研究以實務性數學教學提升職前幼教師數學教學專業成長，並結合質與量的方法探討教學成效。研究對象為54名選修「數學課」的師資生，他們接受十五週的介入教學。教學一開始先引入生活實務，再從操作中加強數學概念，並引導他們將所學習到的內容轉化為幼兒數學教學，以提升幼兒數學教學專業能力。本研究以訪談與文件分析蒐集資料，並在教學前後實施數學知識與態度量表，以瞭解實務性數學教學成效。研究結果發現經實務性數學教學後，職前幼教師的數學教學專業知識及態度均獲得提升，並在學習過程中體驗到數學在生活中的實用價值，而研究結果將作為師資培育課程與教學參考。

This study applied practical mathematics in promoting professional mathematical teaching for preservicekindergarten teachers. The research involved combining qualitative and quantitative methods to explore theeffectiveness of practical mathematics instruction. The subjects were 54 student teachers who were part of amathematics class. All of them received the intervention of “practical mathematics instruction” for 15 weeks. Theresearch was designed to promote regular daily practice of mathematics teaching, to strengthen mathematicalconcepts by using practice-based materials, and to enable preservice kindergarten teachers to apply theirmathematics learning in teaching children mathematics. The results indicate that the intervention benefittedpreservice kindergarten teachers, whose knowledge and attitudes toward teaching preschool mathematics exhibiteda favorable change. Using the invention, preservice kindergarten teachers could experience the value ofmathematics in daily life; furthermore, they applied the mathematical knowledge that they acquired throughinstruction to the mathematics that they taught to young learners through regular daily practice. The results warrantfurther discussion