探討一位國中數學教師發展探究教學之專業成長

An Investigation of a Junior High School Teacher’s Professional Growth towards Developing Mathematics Conjecturing-Inquiry Teaching

本研究旨於為期超過一學年的縱貫研究中，透過敘說探究取向觀點描述一位國中數學教師在不同時期發展探究教學之專業成長。研究者蒐集個案教師課室實務、反思與晤談等資料，藉由敘說分析形成個案教師專業成長故事之敘說結構，來描繪其專業成長歷程。研究發現，個案教師在發展探究教學專業成長歷程中，漸次覺察其教師角色認同與教學實務深受初始信念影響，藉由與研究社群成員反覆磋商、討論以及教學實務的反思實踐，個案教師於發展探究教學過程中重新聚焦於學生學習的理解，以系統性佈題策略作為數學臆測任務核心，協助學生發展數學臆測思維，並為提升教學效能進而發展多工教學程序。最終，個案教師在重新發現自身核心教學價值與信念後，理解學生是學習的責任中心，並自我覺察教師角色應是佈題者與學習環境的建構者，進一步了解數學探究教學的旨趣應是培養學生積極參與數學問題探究，並且能在解題過程藉由特殊化、系統化、一般化及反駁等策略進行數學思考。

Thislongitudinalstudy for over one academic year is aimed to investigate a junior high school mathematics teacher’s professional growth towards developing conjecturing-inquiry teaching by means of the narrative inquiry approach. The progress of the case teacher’s professional growth is narrated by narrative structure which is framed from the narrative analysis according to videotaping of teaching practice, in-depth interviews, and teacher’s reflections. Research results reveal that the case teacher is gradually aware thathis role recognition and teaching practice areinfluenced by his initial beliefswithin the progress of professional growth throughdeveloping conjecturing-inquiry teaching. By means of constant negotiation and discussion with peers in the research group, as well as his own reflective practice in the classroom teaching, the case teacher adjusts his focus on students’ understanding, adopting systematic problem-posing strategy as the core task of mathematical conjecturing to help students develop mathematical conjecturing thinking, and building up a multi-functional teaching proceduresfor promoting teaching efficiency. Finally, as re-discoveringhis core teaching values and beliefs, the case teacher comprehends that the student is the centre of learning, and perceives that the teacher’s role is the problem poser and the constructor of the learning environment. The objectives of conjecturing-inquiry teaching should be to foster students actively getting involved in inquiring mathematical problems, and conducting mathematical thinking through specialising, systematising, generalising, and refutingwhile solving problems.