教保服務人員的數學焦慮、數學教學實務、與幼兒園數學經驗之相關研究

The Relationships between Mathematics Anxiety, Mathematics Instructional Practices, and Mathematics Experience Input among Preschool Educators

張麗芬(Li-Fen Chang)

《屏東大學學報-教育類》 4期 (2020/04) Pp. 105-142

摘要

本調查研究的目的在了解不同背景幼兒園敎保服務人員在數學焦慮、數學敎學實務、與提供幼兒之數學經驗的差異，並探討這三個變項的關係。本硏究以比例分層隨機抽樣，抽取358位敎保服務人員塡答「數學焦慮量表」、「敎保服務人員數學敎學實務量表」、「幼兒園數學經驗調查表」。結果發現，敎保服務人員的數學焦慮大致是中等程度偏高，不同背景變項敎保服務人員的數學焦慮並沒有顯著差異。幼敎師、任敎公立幼兒園、任敎混齡班、幼敎相關科系畢業、採用「未使用幼敎社數學敎材」方式的敎保服務人員，其數學敎學實務比較趨近「以學生爲中心」的敎學取向。任敎私立幼兒園、任敎中班及大班、敎學年資20年以上、有使用幼敎社數學敎材指導幼兒學習數學的敎保服務人員提供的直接與間接數學經驗顯著較多。敎保服務人員的數學焦慮與間接數學經驗的負相關達到顯著水準，而且數學焦慮爲間接數學經驗的顯著預測變項。最後，根據研究結果提出建議。

關鍵字

數學焦慮 ； 數學教學實務 ； 數學經驗

並列摘要

The purposes of this survey study are to compare the differences among different demographics of in-service preschool education's inmathematics anxiety, mathematics instructional practices, and mathematics experience input, and to examine the relationships among these variables. Three hundreds and fifty-eight in-service preschool educators sampled by proportional stratified random sampling are recruited as subjects. Their mathematics anxiety, mathematics instructional practices, and mathematics experience input are measured by the Mathematics Anxiety Scale, The Preschool Educators' Mathematics Instructional Practices Scale, and The Kindergarten Mathematics Experience Input Inventory. Overall, the results reveal that preschool educators report moderate to high level of mathematics anxiety (M=3.26). However, there are no significant differences among different demographics of preschool educators. The results indicate that kindergarten teachers and preschool educators who taught in public kindergartens, taught mix-aged classes, had professional training, and did not use packaged mathematical worksheets apply student-centered instructional practices. The current study also shows that preschool educators who taught in private kindergarten, taught 5-year-old and 6-year-old classes, had more than twenty years of teaching experiences, and used packaged mathematical worksheets have more direct and indirect mathematics experience input. The preschool educators' mathematics anxiety scores are negatively correlated with indirect mathematics experience input. Regression analysis shows that the preschool educators' mathematics anxiety scores negatively predict indirect mathematics experience input.

並列關鍵字

Mathematics Anxiety ； Mathematics Instructional Practices ； Mathematics Experiences Input