A Study of 4 Elementary Teachers’ Perspectives on the Reforms of Mathematics Curriculum in Taiwan

• Main Authors: Hsu, Hsiou-Hao, 許修豪
• Other Authors: Hsiung, Tung-Hsing
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/07143927794434226284

碩士 === 國立臺東大學 === 教育研究所 === 93 === Mathematics is the most disputed discipline in the entire course of education reform, and thus makes teachers feel wondering and helpless. This research studies the nature and philosophy of mathematics and their meanings in the course of curriculum reform in mathematics in the view of mathematics development and by means of literature analysis, and require into the present situation of primary school curriculum in mathematics by interviews with four experienced teachers, which mutually demonstrate with the literature to achieve the fusion of theory and praxis. Its findings are as follows: The nature and philosophy of mathematics, “fallibilism”, which means mathematics may be fallible and open to the future revision forever. Mathematics should not be limited in the scope of textbooks on this view, but have several and diverse mathematics. Each phrase in the mathematical curriculum reform implies its philosophy, for instance, “The One-to-Nine Grade Curriculum Guidelines (temporarily)” stresses students’ cognition development while “The One-to-Nine Grade Curriculum Guidelines (officially)” stresses the progress of mathematical knowledge and ability. Actually, both two is equally important and should be made a close link between them. By classifying four phrases of curriculum reform in the curricular philosophy viewpoint, we find “Curriculum Standards of 1975” and “The One-to-Nine Grade Curriculum Guidelines (temporarily)” are curricula of modernism while “Curriculum standards of 1993” and “The One-to-Nine Grade Curriculum Guidelines (officially)” are ones of post-modernism. While compiling teaching plans, teachers should think of being transformative intellectuals, examine and design curriculum by the inspiration of the IEA three curricula, and make the curriculum transformation well to achieve the aims of the curriculum. According to the findings, this research proposed 9 suggestions: 1. Maintaining self-consciousness of philosophy in mathematics frequently. 2. Defining mathematical knowledge with more precise words, symbols and logic. 3. Increasing the time of teaching mathematics. 4. Emphasizing the curriculum transformation. 5. Stressing the mathematical history adding to curriculum. 6. Designing curriculum consistently. 7. Taking account of communication and promotion of curricular policies and ideas. 8. Examining curriculum design timely. 9. Teachers should strengthen the perception of the reforms of the curriculum.