Uncertainty in Mathematics Curriculum Structures for the Third and Fourth Grades

• Main Authors: Chen, Jinn-Tsair, 陳進財
• Other Authors: Hsiao, Hung-Kuei
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/15542886277180128906

碩士 === 大葉大學 === 教育專業發展研究所 === 100 === 　　This study mainly focuses on the following issues: (1) How to define the uncertainty in math curriculum structure by the notion of the Shannon entropy? (2) Does the uncertainty in math curriculum structure contain any statistically significant trends? (3) What is the relation among student achievement in math, the difference of practical and predetermined teaching hours for teachers and the Shannon entropy derived from the corresponding math curriculum structure？The former two issues may be achieved by the machinery of graph theory, the notions of Novak concept maps and so-called C statistics. For the requirement of the last issue, 523 graduates and 18 teachers of some primary school in Changhua County were selected as the subjects of our study. 　　The main results of this study are as follows: (1) The uncertainty in math curriculum structures is increasing significantly. (2) The relation of uncertainty in　math curriculum structures and math achievement is significantly and negatively correlated. (3) The difference of practical and predetermined teaching hours is insignificantly correlated with the uncertainty of the corresponding curriculum structure and math achievement, respectively.