成長團體之“成長”－小學教師數學教學專業之探究

本研究之主要目的在探究小學教師數學教學專業的成長。研究者透過「數學教學成長團體」的經營，作為探究教師數學教學專業成長的研究情境，採「預備期→基礎期→實作與分享期→統整期」為成長團體的主要進行流程，用「發展數學教學模組」為成長團體的主要活動。經由一年來「數學教學成長團體」的經營與探究，研究者發現：數學教學設計的實作歷程與「數學教學成長團體」的討論情境有助於增進成員的數學知識之縱深與廣度、且幫助其數學課程知識由點狀的理解進展為線狀的連結，進而使其課程知識的結構較為全面性、亦使成員對於學生學習數學的理解產生質變與量變、並有助於成員發現與累積更多豐富可用的教學資源。最後，藉由研究歷程的反思，研究者並為此「數學教學成長團體」勾勒出－可行的運作模式。

關鍵字

小學教師；教師專業發展；數學教學

並列摘要

The main purpose of this study was to enhance and investigate elementary teachers' professional development in mathematics teaching to tie in with the current educational reform in Taiwan. Through a community called ”Mathematics Teaching Growth Group” (MTGG), the researcher provided elementary teachers with opportunities to share and discuss their mathematics teaching design. Various data were obtained through observations, interviews and the collection of relevant documents. From analyses of the data, it was noticed that teachers' changes took place in terms of their views about mathematics teaching, their understandings of the mathematics curriculum and of students' learning of mathematics, and the ways they made use of instructional resources. There was evidence indicating that the teachers' own conceptual understandings of mathematics concepts also increased. Finally, from thinking about and reflection on the process of enhancing and investigating participating teachers' professional development in mathematics instruction, the researcher developed a model about the operation of MTGG.