A Study of the Relationship between Math Teachers'' Cognition for Grade 1-9 Math Curriculum and Their Instructional Behaviors at Penghu County Junior High schools

• Main Authors: Shih-huan Wang, 王世桓
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/64031239393646105251

碩士 === 國立臺南大學 === 教育學系課程與教學（澎湖）碩士班 === 96 === This study is aimed at analyzing the differences of the cognition and teaching of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu under different conditions based on Grade 1-9 Curriculum. It also probes into the relevance between teachers’ cognition and their teaching of Grade 1-9 Mathematics Curriculum. Questionnaire is the basis of this study, censusing the mathematics teachers at junior high school in Penghu. 42 valid questionnaires from 14 schools are taken into account, analyzed through T-Test, One-way ANOVA, and Pearson’s Product-Moment Correlation. The following are the conclusions. 1.The cognition and teaching of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu have been progressing. 2.The cognition of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu is related to the education, the seniority, and the hours they pay to research, but not the gender, the age, and the locations of the schools. 3.The teaching performance of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu is related to the genders and the education of the teachers but not the age, seniority, the hours they pay to research, and the locations of the schools. 4.The cognition and teaching of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu are not highly related. 5.The cognition and teaching of Grade 1-9 Mathematics Curriculum of mathematics teachers in junior high schools in Penghu are not notably differed.