| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 96 === This study tested the secondary mathematical teachers’ Mathematical Pedagogical Content Relative Knowledge(MPCRK). The first step in this study was investigating and comparing many literatures, and inducting the content of MPCRK. The second step were deeping interview of 10 senior secondary mathematics teachers and questionnaire investigation of 236 secondary mathematics teachers. The third step were using the analysis of variance (ANOVA) to investigate the factors which related with the secondary mathematical teachers’ MPCRK, and the analysis of Structural Equation Modeling (SEM) to construct the model of MPCRK. The purpose of this study was to know the knowledge and model of the secondary mathematical teachers that they have to be provided with “measure of central tendency and of variability”. The findings of this study were listed below:
1. The secondary mathematical teachers have to be provided with at least three kinds of knowledge about “measure of central tendency and of variability” of mathematical pedagogy : content knowledge(CK), pedagogical knowledge(PK), knowledge of learners and their characteristics(LK). It is important to MPCRK.
2. The factors which related with the secondary mathematical teachers’ MPCRK.
(1) The secondary mathematical teachers’ pedagogical knowledge has differences because of the genders.
(2) The secondary mathematical teachers’ knowledge of learners and their characteristics has differences because of the in-service training hours.
(3) The secondary mathematical teachers’ content knowledge has differences because of the experience and region.
(4) The secondary mathematical teachers’ MPCRK didn’t has differences because of the age, education, seniority and magnitude of school.
3. About the model of MPCRK : The three kinds of knowledge(CK,PK,LK) can predict the secondary mathematical teachers’ MPCRK, but the MPCRK would be moderated by teaching experience and in-service training hours.
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