| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 97 === The main purposes of the study are as follows: 1. Discuss school and cram school mathematics teachers’ effective teaching behavior performance situation. 2. Compare the differences of school and cram school mathematics teacher’s teaching behaviors. 3. Discuss the situations of the mathematics learning strategies which students use. 4. Compare students are tutoring in mathematics or not, the differences of their learning strategies. 5. Discuss the relations between mathematics teachers’ effective teaching behaviors and students’ learning strategies
This study used questionnaire survey, and took some junior high school students in Taipei County as the research objects. The statistical methods used in this study are the arithmetic mean, standard deviation, crosstab, independent samples t-test, paired samples t-test, one-way ANOVA, and Pearson product-moment correlation. The conclusions drawn from statistic findings are listed as follows.
1. Among the overall performance of school teachers’ effective teaching behaviors, the "area of effective communication" is the best, and the "area of liveliness and variety" is the worst. Among the overall performance of cram school teachers’ effective teaching behaviors, the "area of effective communication" is the best, and the "area of liveliness and variety" is the worst.
2. Among the overall performance of effective teaching behaviors, Cram school teachers are a little better than school teachers. As the performance in the "area of teaching clearly", the "area of effective communication", and the "area of master goals", cram school teachers are significantly better than school teachers.
3. Among Students’ learning strategies, "resource management strategies" is the best, and "meta-cognitive strategies" is the worst.
4. As the using of "cognitive strategies", "meta-cognitive strategies", and "resources management strategies", there are significant differences among students are tutoring in mathematics or not.
5. Teachers’ effective teaching behaviors and students’ learning strategies are only low-related. Besides, the relations between school teachers’ effective teaching behaviors and students’ learning strategies are slightly higher than that between students’ and cram teachers’.
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