| Summary: | 碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 107 === The purpose of this study is to explore the core literacy growth of teachers' transformational mathematics in teaching through the action research. The researcher made her own class as the research field, and then the research would go through three stages of action research during one year period. The participants included 26 students and the researcher herself in the class. The anchored subjects would be set up three categories, ratio and proportion, thumbnail and scale, and statistic chart. The research process collects the recording files of each meeting, the revised instructional design, the video files of the practical teaching, the photo records of the students’ discussions, and the researcher’s thoughts, and finally consolidates and discuss.
This study found that the teacher's professional growth in the core literacy of the field of mathematics is as follows：(1) Through the literature, researcher collected the definitions of core literacy in various countries and understand the consistency of countries' views on core literacy. (2) Through the literature, researcher can understand that the literacy-oriented instructional design points proposed by various scholars have their commonalities. (3) Improve the sensitivity of researcher to mathematical situations in life. (4) Change the researcher's thoughts on situational integration and attach importance to the relationship between context and mathematics learning. (5) Change the way researcher thinks about the backwardness of teaching progress, from teacher-led teaching to student-centered. (6) Complex situational problems can enhance the interest of high-achieving students and inhibit the learning motivation of middle- and low-achieving students. Finally, give advice to researchers who want to conduct teaching action in the future.
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