教保服務人員的數學焦慮、數學教學實務、與幼兒園數學經驗之相關研究

The Relationships between Mathematics Anxiety, Mathematics Instructional Practices, and Mathematics Experience Input among Preschool Educators

本調查研究的目的在了解不同背景幼兒園教保服務人員在數學焦慮、數學教學實務、與提供幼兒之數學經驗的差異，並探討這三個變項的關係。本研究以比例分層隨機抽樣，抽取358位教保服務人員填答「數學焦慮量表」、「教保服務人員數學教學實務量表」、「幼兒園數學經驗調查表」。結果發現，教保服務人員的數學焦慮大致是中等程度偏高，不同背景變項教保服務人員的數學焦慮並沒有顯著差異。幼教師、任教公立幼兒園、任教混齡班、幼教相關科系畢業、採用「未使用幼教社數學教材」方式的教保服務人員，其數學教學實務比較趨近「以學生為中心」的教學取向。任教私立幼兒園、任教中班及大班、教學年資20年以上、有使用幼教社數學教材指導幼兒學習數學的教保服務人員提供的直接與間接數學經驗顯著較多。教保服務人員的數學焦慮與間接數學經驗的負相關達到顯著水準，而且數學焦慮為間接數學經驗的顯著預測變項。最後，根據研究結果提出建議。

The purposes of this survey study are to compare the differences among different demographics of in-service preschool educators' inmathematics anxiety, mathematics instructional practices, and mathematics experience input, and to examine the relationships among these variables. Three hundreds and fifty- eight m-services preschool educators sampled by proportional stratified random sampling are recruited as subjects. Their mathematics anxiety, mathematics instructional practices, and mathematics experience input are measured by the Mathematics Anxiety Scale, The Preschool Educators' Mathematics Instructional Practices Scale, and The Kindergarten Mathematics Experience Input Inventory. Overall, the results reveal that preschool educators report moderate to high level of mathematics anxiety (M=3.26). However, there are no significant differences among different demographics of preschool educators. The results indicate that kindergarten teachers and preschool educators who taught in public kindergartens, taught mix- aged classes, had professional training, and did not use packaged mathematical worksheets apply student-centered instructional practices. The current study also shows that preschool educators who taught in private kindergartens, taught 5-year-old and 6-year-old classes, had more than twenty years of teaching experiences, and used packaged mathematical worksheets have more direct and indirect mathematics experience input. The preschool educators' mathematics anxiety scores are negatively correlated with indirect mathematics experience input. Regression analysis shows that the preschool educators' mathematics anxiety scores negatively predict indirect mathematics experience input.