| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 99 === This study is to discuss members’ growth from mathematic teachers of professional social group through the interactions of mathematic teachers of professional social group, and influences of the professional growth from teachers; gradually detect and solve problems, in addition to provision of feedbacks.
The purposes of this study are as follows:
1.To understand the difficulties of teaching and students from learning mathematic lessons.
2.To analyze the process of professional social group from members growth.
3.To discuss members’ growth from mathematic teachers of professional social group through the discourse-based formative assessment practice.
4.To evaluate members’ growth of mathematic teachers as professional social group in field of the working of group, the dialogs formative assessment and to enhance performance of learning.
This study applies action research method undertaken by four junior high mathematic teachers of Hualien, one Taipei city mathematic teachers and one new Taipei city elementary mathematic teachers. These mathematic teachers social group use meeting record, teaching observatory record, IRE structure mathematic transcript, simulate lesson dialogue, the discourse-based formative assessment practice code book, interview guideline etc. Data collected methods include interview, observation and document analysis.
The results are as followed:
1.Difficulties of teaching and learning:
Teachers will detect students’ mistakes from learning mathematics and propose a problems solving teaching method in order to enhance motivation of learning.
2.Participation of social activities among group members:
Professional social group will influence social group members’ motivation which is foundation of social group. Members will benefit from enhancement of professional development and teaching skills. Interaction among members will also contribute to growth of teachers’ knowledge and experience of teaching.
3.Discourse-based formative assessment practice analysis by teachers’ social group
Learning evaluation after undertaking discourse-based formative assessment practice analysis by teachers social group indicate that significant different between learning performance evaluation and learning attitude scale in mathematic subject. The result also shows that teaching method of three teachers has gradually changed, concerning students’ feedback and interaction between teachers and students. As a result, students’ learning will meet learning objectives.
4.A review and growth from a researcher participating in teachers social group
Social group members will enhance teaching planning for teaching activities through teachers’ profession practice. Teachers can share knowledge and resource of teaching and profession to enhance teaching quality and profession growth through participating in profession social group. Each member will self-evaluate and improvement through discussion. Discourse-based formative assessment practice not only help students better understand mathematics but also change teaching belief of researchers.
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