| Summary: | 碩士 === 大葉大學 === 教育專業發展研究所 === 101 === This article is aims to explore the relation among uncertainty in math curriculum, student achievement in math, and the difference of practical and predetermined teaching hours for teachers. To establish the required data sample, 523 graduates and 48 teachers of some primary school in Changhua County were selected as the subjects of our study. Firstly, one may apply graph theory and the notion of Novak’s concept map to visualize the structure of curriculum material. Secondly, the uncertainty in one math curriculum structure may be quantified by the so-called Shannon entropy derived from the corresponding graph. Furthermore, the survey data are analyzed by statistical methods such as Tryon’s simplified time-series analysis, and Pearson’s correlation coefficient, etc. The main results of this study are as follows:
(1) the uncertainty in math curriculum structures is increasing significantly as the semesters go on;
(2) both student achievement in math and the difference of practical and predetermined teaching hours are decreasing significantly as the semesters go on;
(3) the uncertainty in math curriculum structures is significantly, strongly and negatively correlated with student achievement in math;
(4) the difference of practical and predetermined teaching hours is insignificantly, weakly correlated with uncertainty in math curriculum structures and student achievement in math, respectively.
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