國小校園中數學教師團體及其專業對話之現況探討

Three In-school Groups of Elementary School Mathematics Teachers and their Professional Dialogues

本研究以焦點座談、現場觀察及個別訪談，探討國小校園中正式與非正式的數學教師團體的運作特性及對話內容，進而分析其專業對話的內涵和限制。研究發現：數學領域小組多以會議型式完成學校交付的特定任務，級任學年小組以課程發展委員會與行政會議之決議進行工作之協調與分配，自發性數學團體其對話內容較為深入且幫助教師解決數學教學問題；若以省思探究活動型態來分析，數學領域小組為協同行動研究型態、自發性數學團體為協同成長團體型態、級任學年小組則介於二者之間。因為大部份參與者缺乏數學專業對話的意願；只為完成交付任務的對話、有限的集會次數是造成進行專業對話的限制；所以，數學領域小組及級任學年小組是被學校規範之團體，無法形成專業對話的議題；而自發性數學團體可形成專業對話議題。

This study investigated the function of three different groups of elementary school mathematics teachers, authorized or unauthorized, and the merits and limitations of their professional group dialogues. We found that the mathematics study group dealt with the special jobs assigned by school authorities by holding ad hoc meetings; that the group of class teachers of the same grade level coordinated and shared jobs assigned by the school curriculum committee and school administrative council; that the voluntary teacher group could generate a deeper level of professional dialogue, promote professional development and solve mathematical pedagogical problems. If we analyze the activities of these groups, we will find that the mathematical study group is engaging in a cooperative investigation, the group formed by voluntary teachers is a cooperative growth group, and the group of class teachers of the same grade level goes in the middle. Furthermore, the first and third groups are regulated by school authorities. Since most participating teachers lacked the will to talk professionally, a passive attitude toward such discussions combined with the infrequent meeting times limited the degree to which the level of professional dialogue could be deepened. The group formed by voluntary teachers, however, could more successfully do so.