A Case Study of Professional Development for High School Mathematics Teachers － Writing History of Mathematics Animation Scripts as the Strategy

• Main Authors: Lin Min-Yi, 林明怡
• Other Authors: Su Yi-Wen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/15139414062990661004

碩士 === 臺北市立教育大學 === 數學資訊教育學系數學資訊教育教學碩士學位班 === 99 === The study aimed to investigate the teachers participate history of mathematics animation scripts writing related activities. Exploring the changes of teacher’s professional development and the factors causing the changes. By the process of observation, sharing, discussion, reflection and writing scripts for one school year. This research adopted qualitative research method case study. Through participant observation, interviews, etc., to collect the records of interviews and meetings, feedbacks, history of mathematics animation scripts, notes, and reports for analysis and discussion. The study found that through writing mathematics history animation scripts strategy can develop the case teacher’s mathematics knowledge, mathematics teaching knowledge, mathematics curriculum knowledge and the growth of learners’ knowledge. The research team develops history of mathematics animation scripts by cooperative learning method. Each member needs to write different mathematics topics scripts. This will stimulate members’ sense of responsibility, work together to accomplish the goal. The case study teacher selected trigonometric theme, and dabble in related history of mathematics materials. By members’ interaction, gets the further understanding about plural, Fibonacci sequence and golden section, calculus, conic section, and other topics in history of mathematics content. The research results shows the causing factors of the case teacher professional growth include five reasons: reading history of mathematics materials, interacting with the research team, observing history of mathematics animation works, joining expert lecture, and the reflection from case study teacher. The case study teacher reading related history of mathematics materials, rich history of mathematics self connotation, increasing the interaction with other people in group meetings gradually, and offering her view at the right time. Together with watching demonstration mathematics videos, having conservations with experts, etc. Endless new knowledge and members’ multiple views promote the reflection, strengthen the ability of selecting history of mathematics materials and the scripts writing power, and then complete the trigonometric theme mathematics history scripts. The case study teacher improves her professional by his process.