An Elementary School Teacher Presents Values in Mathematics Teaching
個案研究 ； 數學教學 ； 價值 ； case study ； mathematics teaching ； values
|Volume or Term/Year and Month of Publication||
8卷1期（2000 / 03 / 01）
57 - 76
The purpose of this study was to investigate the values a Taiwanese elementary school teacher presents during mathematics instruction. Is there any relationship between these values? What kinds of factors influence these values? The investigation applied a theoretical framework, which is developed by Raths, Harmin, and Simon’s values clarification, to define the values. Data were collected through classroom observations and interviews. The research subject is a female who has been teaching elementary school for 21 years. The research results indicated: 1. The Raths, et al. Theory needed revision and the operational definition for ”value” was reconstructed, 2. According to the operational definition of value, there are five values that the elementary school teacher presented. (e.g., personal efforts and understanding are essential to learning mathematics, the purpose of education is to reinstate students' original enlightenment). The degree of prizing influences the relationships of the above five values, 3. The factors that may influence values include: religion, the reform of curriculum, societal values, knowledge, personal ability, and the sects of religion. Finally, according to the research results, the following assertions are made: the research subject was in contact with Buddhism and this has implications for teacher education, and the consistency between the new curriculum and Buddhism influenced the research subject.