| Summary: | 碩士 === 國立花蓮教育大學 === 國民教育研究所 === 97 === Abstract
Mathematics learning with constructive approach carries only over ten years. Social personage debated half good and bad on mathematics learning with constructive approach, and blame on the cause of teachers of educational scene 、policy maker or the whole social environment.
Nevertheless, all of those causes might be assumed, and they would drift easily in casual theory of packmen and servants. The goal of this research was to understand development procedure of mathematics learning with constructive approach and to realize mathematics learning with constructive approach to hope for reaching educational objectives through by document discussion and in-depth interviews. At the same time, it understands mathematics learning with constructive approach how to mold idea that would convince the people. It made maker of curriculum policy gain public opinion properly by hope of the people, and the philosophy of education of mathematics learning with constructive approach be implemented in educational scene. Besides, it also probed at carry out question meeting of educational scene and causes of changing in policies for mathematics learning with constructive approach. In order to reach above mentioning purposes, the research collected about relevant documents of mathematics learning with constructive approach 、reviser team in that very year、meeting records and related reports for mathematics learning with constructive approach at that time. It also interviewed who participated in the revisers of courses、the research team and on-the-spot teachers, according this to reconstruction embryo of mathematics learning with constructive approach in those days. And the research was looked over the relationship of 「knowledge-power」by Michel Foucault. The research is found mainly stated as follows：
一、It will hope to reduce fear of mathematics for students, and to reduce amount of 「guests of classmate 」.Therefore, mathematics learning with constructive approach demands for students to understand principle of mathematics first. It makes students not only reciting mathematics no longer, but also doesn’t hate mathematics.
二、In democratic society, the public opinion often effect on aspect of education policy. Mathematics learning with constructive approach implement in the course, it incurred launch from public opinion as well. It caused the people to lose confidence to mathematics learning with constructive approach; it makes the people to misunderstand mathematics learning with constructive approach which caused mathematics degree of students low, and it also lead the people don’t accept mathematics learning with constructive approach cheerful anymore.
三、Mathematics learning with constructive approach is different from the traditional lecturing approach. Teachers must possess adequate mathematics’ knowledge in order to give feedback for students solving ways of problem.
四、「Symbiosis relationship of knowledge and power 」of Michel Foucault. It means both of knowledge and power that are complement each other. But when their relationships are out of balance, knowledge is lost support by power; it will be like “abandoning worn out shoes”, Mathematics learning with constructive approach which was an example.
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