A Study of Lower Grades Teachers’ Beliefs about Constructivist Instructionin Mathematics Teaching in Elementary Schools of Taoyuan County
碩士 === 中原大學 === 教育研究所 === 95 === The purposes of this study were (1) to investigate lower grades elementary school teachers’ teaching beliefs of constructivism in mathematics; (2) to examine the differences between lower grades elementary school teachers’ teaching beliefs of constructivism in mathem...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2007
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| Online Access: | http://ndltd.ncl.edu.tw/handle/83809360026812848825 |
| Summary: | 碩士 === 中原大學 === 教育研究所 === 95 === The purposes of this study were (1) to investigate lower grades elementary school teachers’ teaching beliefs of constructivism in mathematics; (2) to examine the differences between lower grades elementary school teachers’ teaching beliefs of constructivism in mathematics based on different background variables. The samples were 243 lower grades teachers randomly selected from elementary schools in Taoyuan County. A researcher designed questionnaire was used to collect the data. Data was analyzed by using t-test, one way ANOVA and descriptive statistics methods. The major findings of this study were as follows：
1. The lower grades elementary school teachers’ beliefs of constructivism tended to follow the constructivist approach to mathematics teaching.
2. It was found “age” and “year of teaching experience” will affect teachers’ beliefs about constructivism in mathematics teaching. Teachers whose age range between 41 and 50 seemed to have a more constructivism view of teaching mathematics than other teachers. Teachers with more than 21 years of teaching experience seemed to have a more constructivism view of teaching mathematics than other teachers.
3. It was found “student number in class” and “school area” will affect teachers’ beliefs about constructivism in mathematics teaching. Teachers who teach in big size classes (more than 31 students in one class) seemed to have a more constructivism view of teaching mathematics than those in middle size classes (21 to 30 students in one class). Teachers who teach in urban area seemed to hold more constructivism view of teaching mathematics than those in suburbs.
Based on the research results, suggestions were proposed for the ministry and bureaus of education in Taiwan, teachers and future researchers.
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