國民小學教師資格考試「數學能力測驗」之數學教材教法評測知識類別與細目及比重分析

Mathematical Competency Test of the Elementary Teacher Certification Examination: Knowledge Domains, Specifications, and Distribution Percentage

本研究是利用我國國小教師資格考試「數學能力測驗」之數學教材教法歷屆考題的資料庫進行試題分析，以建立我國師資生國小數學教材教法的知識類別與細目，並分析各類別知識所佔比重。本研究先以文獻分析，形成教師教數學的專業知識分析架構，再分析歷屆國小數學教材教法試題。研究發現：我國國小師資生數學教材教法知識的評量架構包含：數學課程知識4項、分析學生數學認知知識6項和數學教學策略知識8項。從教師資格檢定試題分析得到的知識類別細目隱含著表示我國對於「先實後檢」的師資生教國小數學所須要具備的專業知識內涵。三類知識中，數學課程知識和分析學生數學認知知識所佔比重相當，而以數學教學策略知識比重最少，尤其是「挑選及安排學生解題的發表順序」及「依據學生的反應提出回饋」。本研究分析得到的國小數學教材教法知識類別與細目，可以作為未來「先檢後實」制度下的國小教師資格考試命題的參考，並作為國小數學科教材教法課程制定教學內容的指引，以及提供給師資生準備教檢考試的方向。

The study was to explore the knowledge domains and specifications for teaching mathematics measured in the Mathematics Competency Test required in the Elementary Teacher Certification Examination, and the percentage distributed in each knowledge domain and specification. An analytical framework based on literature reviewed was constructed to analyze the items from the annual Mathematical Competency Test. The results showed that 18 specifications were distributed into three knowledge domains in the framework, consisting of four, six, and eight corresponding items to assess prospective teacher's knowledge of curriculum, knowledge of children's cognition, and pedagogical content knowledge, respectively. This framework implicitly signified the professional knowledge required for prospective teachers who have done the internship first and then take the certification examination in elementary school. Of the three domains, there were similar amount of items dedicated to the knowledge of curriculum and students' cognition domains, while the number of items were fewer for mathematical instruction. The items related to ''selecting and sequencing students' various solutions'' and ''giving follow-up feedback to students' responses'' were neglected in the Teacher Certification Examination. The specifications and domains of knowledge in the assessment framework could be used as a reference for future Teacher Certification Examinations in measuring prospective teachers who take the exam before their internship, according to the new preservice teacher educational policy. This framework can also serve as a guide for mathematics teaching methods courses required in preservice teacher program, and as a direction for prospective teachers preparing the Teacher Certification Examination.