| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 107 === The purposes of this study were to explore the performance and strategies when solving three-dimensional-view problems for 45 junior-high-school mathematics teachers. Survey techniques were conducted to collect quantitative data including subjects from junior high school mathematics teachers in New Taipei City. After completing the three-dimensional-view test, twenty-five teachers were selected for semi-structured interviews to understand mathematics teachers’ problem-solving strategy. The results showed that junior high school mathematics teachers were doing well in three-dimensional-view test. Teachers used different strategies when solving four different types of problems:
1. Finding the dimensional view from three-dimensional chart: counting the blocks, counting highest blocks per column, determining by empty blocks first then compare, confirming if this location contains the block.
2. Drawing the dimensional view from three-dimensional chart: counting the blocks, drawing the empty location first.
3. Choosing the three-dimensional chart by the dimensional view: ordering comparison, writing down the block of each dimensional view, justifying by those with more blocks, justifying by left- dimensional view.
4. Counting the maximum and the minimum of vertical-dimensional view: filling front-dimensional view first, filling left-dimensional view first, drawing three-dimensional chart.
According to problem-solving strategy in each subscale corresponding to cognitive process as follow:
1.Three-dimensional to two-dimensional organization: recalling image, recognizing and comparing image.
2.Two-dimensional to three-dimensional organization: recalling image, recognizing to comparing image, operating to identify object in mental.
3.Two-dimensional to two-dimensional organization: changing to deal with image reasoning.
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