數學教師的專業成長：教學多元化

Mathematics Teachers' Professional Development: Making Sense of Multi-Strategy Teaching

本文研討兩位採用講述教學取向的資深數學教師，在三年內如何邁向教學多元化的改變歷程，進而反思本研究對數學教師學習理論的貢獻。促進教師專業成長的策略，是基於社會建構理論與活動理論所組織的校內同事互動小組之有效運作。研究採詮釋性研究法，主要採質的詮釋，同時也使用量化資料作為教師如何進行教學多元化的佐證。研究發現，同事互動引動師生互動以及教師自我反思。在三者的連動下，參與教師從單一的講述教學取向，邁向多元教學取向。促使他們改變的關鍵是因為在同事互動下，引動他們關心學生的需求和考量學生的學習問題。在互動兩個月後可觀察到參與教師的第一階段的改變，即嘗試多種教學策略；經過近半年到一年的的試用教學策略，可觀察到參與教師的第二階段改變，個別教師已經沉澱並穩定使用自己所偏好的若干種教學策略，即使用多種教學策略；在第二學年參與教師仍持續使用這些教學策略；到了第三學年之後，可觀察到他們對教學策略的使用有點折回的現象，此時他們處於第三階段，即保守使用多種教學策略。從實作社群模式與活動理論的角度來詮釋本研究對學理的貢獻，本研究發現促使參與教師教學相關知識╱能力的成長，是由於在同事互動的過程中同事之間可以自由地提出自己對教學問題的意見或者處理教學問題的經驗，參與教師就在自主自律的社會實作身分下，引發自發性的學習動機，進而帶動參與教師教學方式的改變。本研究認為在這個自發性的學習環境下，所引動教師教學方式的改變歷程，讓我們隱約可以看到數學教師的可能學習理論。

This paper discussed the changing process of how the two senior mathematics teachers, who used to teach in traditional teaching approach, step forward to multiple strategies teaching approach within three years. The strategy that promotes teachers' professional growth is based on the effective operation of an interactive team of three colleagues, which is organized on the basis of social activity theory. We found out that the interaction between colleagues results in the interaction between students and teachers and also results in teachers' own reflections. As a result, these two teachers were moving from traditional teaching approach toward multiple strategies teaching approach. The key point of their changes is due to the interaction between colleagues results in their concerns on students' needs and their considerations on students' learning difficulties. Two months after the interaction of the team, the first phase of their changes were observed, they were trying to apply the multiple strategies teaching approach. The second phase of their change is happened during the end of the first year. Although, they are continuing to apply the multiple strategies teaching approach but each of them did choices the strategies which fit themself. Their approach kept the same as the second phase during the second year. In the third year, they are becoming conservative in appling multiple strategies teaching approach, that is their third phase of changes. From the view of the community of practice models and activity theory, we found that the change of these two teachers is based on that they can freely propose their ideals of solving teaching problems and communicate their teaching experiences during the interaction of the team. These two teachers have shown autonomic identity in this social practice. This identity brings their spontaneously learning motive, and promotes them changing their teaching approach. In the literature, the learning theory of mathematics teachers is still developing. We believed that the process of growth of these two teachers in this study provided to us a better understanding of teachers' learning.