| Summary: | 碩士 === 臺中師範學院 === 數學教育學系 === 90 === Abstract
The main purpose of this study was to investigate the current condition, the difference and correlation of students’ mathematics attitude, teachers’ mathematics teaching behavior and teachers’ teaching beliefs of the elementary school grade six students who accepted mathematics program in published 1993.
A study was employed by the literature review and questionnaire survey methods. The subjects included the sixth grade students and teachers of the public elementary schools in Chang -Hua country. A total of 1288 students and 39 teachers had valid questionnaires. The research tools contain three questionnaires, including “Elementary School Children Mathematics Attitude Scale”, “Students Toward Teachers Teaching Behavior Perceptions Scale” and “Elementary School Children Mathematics Teaching Beliefs Questionnaire”. Data was analyzed by descriptive statistics, T-Test, One-Way ANOVA, Pearson’s Product-Moment Correlation, Two-Way ANOVA and Stepwise Multiple Regression.
The main findings of this study were as follows:
1.The mathematics attitude of the sixth grade students is more inclined to progressive.
2.The perception of the sixth grade students toward teachers’ perception of teaching behavior is more “indirect affect behavior” than “ direct affect behavior”.
3.The mathematics teachers’ teaching behavior of the public elementary schools in Chang -Hua country tended to be “constructivist orientation”, which includes “ practical style” and “conceptual style” teachers, the use of both is equal.
4.Boy students towards mathematics leaning confidence, mathematics anxiety and the whole mathematics attitude have a better than that of girl students.
5.There was a significant difference in usefulness of mathematics and students toward teachers’ perception of “indirect affect behavior”, the students of female teachers were more than those with male teachers.
6.There was a significant difference in mathematics anxiety and students toward teachers’ perception of “direct affect behavior”, the students of male teachers were more than those with female teachers.
7.There was a significant difference students toward teachers’ perception of “direct affect behavior”, study in “county” students were more than those study in “county city” students.
8.The high and middle level group students of mathematics achievement were significant more than low level group students to teachers’ perception of “Indirect affect behavior”; the low level group students were significant more than high and middle level group students toward teachers’ perception of “direct affect behavior”.
9.There was a significant difference in mathematics attitude of students in different levels of mathematics.
10.There was a positive correlation between mathematics attitude of students and teachers’ “Indirect affect behavior”, there was a negative correlation between students’ mathematics attitude and teachers’ “direct affect behavior”.
11.There was not achieved a significant correlation between students’ mathematics attitude and “teacher’ view” of teacher’ mathematics teaching beliefs, there was a negative correlation between students’ mathematics attitude and “practical action” of teachers’ mathematics teaching beliefs.
12.There was a positive correlation between teachers’ mathematics teaching beliefs and student toward teachers’ perception of ”indirect affect behavior”, there was a negative correlation between teachers’ mathematics teaching beliefs and teachers’ perception of “direct affect behavior”.
13.There was no significant alternation between teachers’ mathematics teaching behavior and mathematics teaching beliefs in the different levels of students’ mathematics attitude, the ”indirect affect group” students were significant more than those “direct affect group” students in mathematics attitude; there was not achieved a significant difference between the teachers’ mathematics teaching beliefs and the students’ mathematics attitude.
14.Different background variables, teachers’ mathematics teaching behavior and mathematics teaching beliefs toward the different levels of mathematics had predications, therein the mathematics achievement explain the variation is maximum.
Finally, based on these findings, have some suggestions that may be use in the classroom and in future studies.
|
|---|
