本文以國際教育學習成就調查委員會2011年國際數學與科學成就趨勢調查數學調查報告結果為依據,自TIMSS 2011資料庫中篩選出臺灣與鄰近臺灣主要亞洲國家地區如日本、韓國、新加坡與香港,以教師教學策略與學生自我效能二面向進行小四學生數學成就表現上的分析。 本文使用變異數分析作為檢驗工具,驗證教師教學策略與自我效能的教學觀點對於學生成就是否有影響,提供亞洲地區數學基礎教育界實證結果與未來相關研究參考。 依據研究結果發現,就教師教學策略面分析,以教師教學策略運用較少的班級,其在TIMSS 2011的數學學習成就測驗表現越高,而各國教師教學策略對其學生學習成就並無顯著相關,顯示出各國應針對該國社會與教育環境做適當調整;另不論臺灣、日本、韓國、新加坡或香港,其學生數學學習自我效能越高,數學成就表現越好。
The study analyzes the performance interaction on mathematics achievement for elementary school fourth graders in primary Asian countries near Taiwan, including Japan, South Korea, Singapore, and Hong Kong, on the basis of the Trends in International Mathematics and Science Study 2011 (TIMSS, 2011) conducted by the International Association for the Evaluation of Educational Achievement (IEA). The study adopts test tools, including t-test and ANOVA, to test the influence of instructional viewpoints on learning theory and constructivism for student achievement, which thereby provides reference for the empirical studies of mathematics fundamental education and future related studies in Asia. Findings of research analysis on teacher’s instructional strategies show that classes with less application of teacher’s instructional strategy perform better in mathematics learning achievement test of TIMSS 2011. Moreover instructional strategies of teachers worldwide do not have significant relevance on the learning achievement of students, suggesting that countries worldwide shall make proper adjustment on the social and educational environment. Regardless Taiwan, Japan, South Korea, Singapore, Hong Kong students with higher self-efficacy mathematics learning demonstrate better performance in mathematics achievement.