探究不同性別與年級的國小師資生之數學學習困擾與數學教學信念

Exploring the Mathematics Learning Disturbances and Mathematics Teaching Beliefs of Student Teachers of Different Genders and Grades

本研究旨在探討國小師資生之數學學習困擾與數學教學信念現況，並分別探究不同性別與不同年級（大一與大四）之國小師資生數學學習困擾與數學教學信念之差異情形，最後再探討國小師資生在數學學習困擾與數學教學信念之相關情形。本研究採用問卷調查法進行，研究對象為某大學之國小師資生，施測獲得的有效樣本共計77份，並以描述性統計、t考驗、Pearson積差相關等方法進行資料處理。根據分析結果獲致以下結論：1.國小師資生之數學學習困擾情形大約在中間稍微偏高的程度。2.國小師資生之數學教學信念偏向建構取向。3.不同性別與年級之國小師資生之數學學習困擾程度皆未達顯著差異。4.不同性別與年級之國小師資生之數學教學信念取向皆未達顯著差異。5.國小師資生之數學學習困擾與數學教學信念呈負相關，但不顯著。最後提出建議，以供師資培育機構與後續研究參考。 The purposes of the study were to investigate student teachers' mathematics learning disturbances and mathematics teaching beliefs and to explore the differences between different genders and different grades. This study was conducted by questionnaire survey. The research participants were student teachers of a university. A total of 77 valid samples were obtained, and the data were processed by descriptive statistics, t test, and Pearson product-moment correlation. The findings of this study were as follows: 1. The student teachers' mathematics learning disturbances were slightly high in the middle. 2. The student teachers' mathematics teaching beliefs tended to constructive orientation. 3. Differences of gender or grade made no significant differences on the student teachers' mathematics learning disturbances. 4. Differences of gender or grade made no significant differences on the student teachers' mathematics teaching beliefs. 5. The student teachers' mathematics learning disturbances was negatively, but not significantly, correlated with mathematics teaching beliefs. Lastly, suggestions for teacher education and future research were made.