A Case Study Of Elementary Pre-service Teachers' Pedagogical Practical Knowledge Growth For Culturally Responsive Mathematics Teaching

• Main Authors: CHOU,YU-XUAN, 周雨璇
• Other Authors: CHEN,YEN-TING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/pj364f

碩士 === 國立臺中教育大學 === 數學教育學系 === 107 === The study aimed on discussed the performance and knowledge conversion of two primary school preservice teachers in their culturally responsive teaching. There were four periods in the course research development: preparation, development, correction, and verification. The study data collected the meeting record in the process of culturally responsive teaching, teachers’ feedback, self reflection, and interview corpus. The study used content analysis to analyze the performance and knowledge conversion of two primary school preservice teachers in their culturally responsive teaching. The study results indicated in the following: the two primary school preservice students didn’t come into full realization for the connotation of Tsou tribe before the culturally responsive teaching design, but they enriched themselves in the aspect of Tsou tribe cultural connotation and the math pedagogical content knowledge in the process of developing the teaching resources by discussion and reflection; they had designed the culture integration math picture-books to help Tsou tribe students to realize the math concepts and establish link between both of them.