Research on Mathematics Learning Area Group (MLAG) Development in Elementary School ~ A Case Study of a Taipei Elementary School ~

• Main Authors: Liang Yu Yi, 梁有義
• Other Authors: Chung Jing
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/3znr58

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 === The setting for this paper is a large elementary school in Taipei with independent-thinking teachers. With the uncertain future of the nine-year education policy, the researcher attempted to use case study method to explore the workings and professional development of a Mathematics Learning Area Group (MLAG) in the elementary school. This paper follows the development of the MLAG from its inception on a brand new campus to a more mature, professional state of development. The researcher participated in the development of this MLAG as team leader for three semesters. The description of its development is divided into three stages: initial exploration, experimentation and effective implementation. The results of this research are arranged as follows: 1. To establish an MLAG, the school administrator had to work with the Curriculum Development Committee to set the general direction for curriculum development. The team leader needed to maintain regular contact with the School Administrator and team members to build good channels of communication and establish a common working vision. Wholehearted participation by team members was necessary for the MLAG to function effectively and develop professionally. 2. Through the three stages of the development of the MLAG, team members in the initial exploration stage tended to be passive observers and did not understand the policy. This condition improved during the experimentation phase so that by the time the effective implementation phase was reached, administrative assistance and team member participation allowed the MLAG to work smoothly. The team leader was responsible for establishing communication and a common team vision, serving as a bridge between the MLAG and the Curriculum Development Committee, developing support from team members, implementing team organization, and moving team members from passive to active participation. 3. The MLAG team leader provided professional development information and, through group meetings and other communication, facilitated the exchange of ideas regarding math education. This eventually led to the achievement of the original goal---moving the school's math teachers toward further professional development. 4. Due to the heavy workload of MLAG members, there was limited time for participation in team events, and members were reluctant to devote time to developing the MLAG. However, as this attitude began to change, members entered into professional conversation which led to significant growth and professional development among team members. As a result, this research has revealed that effective professional development through MLAGs requires proactive cooperation among administrators, the team leader and team members. None of these three can be missing, and the building of healthy professional relationships among teachers is the richest reward of the process.