Teacher’s Cognition on the Effect of the Unified Nine-Years Mathematics Course

• Main Authors: Liao, Hui- Zhen, 廖惠珍
• Other Authors: Shy, Haw-Yaw
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/91471012455192772447

碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The objective of this survey study is to investigate elementary, secondary and high school teachers’ cognition on the effects of the unified night-year courses.The samples of this study are selected according to teacher’s seniority that teachers should have the experiences on teaching mathematics before and after the unified night-year courses. And the sample teachers are all from mid-area of Taiwan. The data provided by the samples are based on their perception on teaching normally distributed classes. The conclusions are: (a) the mathematics ability: elementary students have better performance on memorizing basic formulas, graphic and combinatorial expressions. Also the ability of using different representations and tools on solving problems is increasing. But the ability on summarizing, analyzing, and integrate mathematics materials are decreasing. The secondary students’ performance on constructing concepts, doing basic operations, and using mathematics language in communication is decreasing. There is no significant difference in using tools to represent or solve problems. High school students’ performance in constructing concepts and doing basic operations is decreasing. There is no significant difference on using tools to represent and solve problems. (b) the mathematical creativity: elementary students have increased fluency on thinking, better ability on accommodating different situations and mathematical creativity. Secondary students’ mathematical thinking becomes more fluent. But high school students’ performance on mathematical creativity is getting worse. (c) the initiative on learning: elementary and secondary students are more welling to discus in class and more concentrating in class work. But high school students’ initiative is worse.