摘要

本研究之研究目的包含：（1）探討我國國小職前教師數學學習領域能力指標的瞭解情形；（2）探索他們參與不同型式之專業成長活動的意願；（3）檢視他們選用數學教科用書所考慮之要素；（4）探察他們對執行教改之措施的反應等。本研究採行問卷調查法，研究樣本為新竹師範學院修習小學數學科教材教法的兩班三年級學生。
依據上述之研究目的，本研究主要發現如下：
（1） 職前教師的數學能力指標專業知能不足；
（2） 職前教師偏好參與師資培訓課程，較不偏好參與讀書會；
（3） 職前教師在審視數學教科用書時多考量美術設計、印刷裝訂等評鑑指標，而較少考量教學時數、解題步驟、教學內容組織、和單元間銜接等要素；
（4） 職前教師難以跳脫對數學教科用書的依賴；無法主動發現學童學習上的問題；質疑學校內教學成長團體流於形式；強調問題情境的多樣化和算術計算的熟練度；對於多元評量方式是否客觀和公平存有疑慮；渴望協同家長和社區來營造有益數學學習的教育環境等。

關鍵詞： 教師專業知能、數學師資培育、職前教師

Abstract

The primary purposes of this study included: (1) investigating whether student teachers understood the competence indicators for the mathematics learning area, (2) looking into their enthusiasms on participating different professional development trainings, (3) disclosing their critical prerequisites for selecting mathematics textbook, and (4) figuring out their reactions toward the approaches that our curriculum reform strongly emphasized. Questionnaire survey was employed and the samples were two senior classes enrolled in the “Pedagogy and Instruction of Mathematics in Elementary School” course in Hsin-Chu Teachers College.
According to the purposes, we have the following findings:
(1) student teachers’ professional knowledge of the competence indicators for mathematics learning area are insufficient;
(2) student teachers have more enthusiasms on participating teacher education programs than study groups;
(3) the critical prerequisites that student teachers use to select mathematics textbook are so superficial, such as: whether the pictures are pretty, whether the type setting is appropriate, whether the printing quality is good, and whether the binding has no problem, etc.. They do seldom consider whether the teaching hours are enough to finish all the teaching activities that provided in the textbook, whether the problem solving procedure fit to students’ cognitive development, whether the structure, syntax, and symbol of different mathematics concepts presented are consistent, and whether there is no gap between consecutive chapters, etc.;
(4) student teachers’ responses toward the approaches that our curriculum reform strongly emphasized are: heavily depending on mathematics textbook in- and out- of classroom, unable to recognize students’ learning difficulties during instruction; querying the teaching development groups in school that are too apparent without essence, stressing on students’ proficiency of computing and providing them with a wide range of different situated problems, uncertainty about the equity and objectivity of administrating multiple assessments simultaneously, longing to integrate the resources of students’ families and communities that can promote a healthy mathematics learning environment.

Keyword: Professional knowledge for teacher; Mathematics teacher education; Student teacher.

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