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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/67029


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    題名: Taiwanese Teachers’ Implementation of a New ‘Constructivist Mathematics Curriculum’: How Cognitive and Affective Issues are Addressed
    作者: 邱美秀
    Chiu, Mei-Shiu
    貢獻者: 教育系
    關鍵詞: Mathematics pedagogy;Curriculum reform;Teaching styles
    日期: 2011.03
    上傳時間: 2014-06-30 18:05:28 (UTC+8)
    摘要: This paper aims to investigate the ways in which four Grade 5 teachers perceived and implemented a new constructivist mathematics curriculum, after all their past experience of traditional mathematics in Taiwan. The meaning and indicators of constructivist and traditional mathematics were explored and developed based on reviews of three countries’ mathematics curricula and studies on mathematics teaching. Through interviews and classroom observations, teachers’ practices were analyzed in these terms, separated into cognitive and affective aspects. The teachers were found to meet the new curriculum halfway, to address cognitive issues more effectively than affective ones, and to implement a common curriculum differently. The results support the need to analyze the teaching of mathematics in relation to affective as well as cognitive elements, and are discussed in relation to mathematics teaching internationally.
    關聯: International Journal of Educational Development, 31(2), 196-206
    資料類型: article
    DOI 連結: http://dx.doi.org/http://dx.doi.org/10.1016/j.ijedudev.2010.06.014
    DOI: 10.1016/j.ijedudev.2010.06.014
    顯示於類別:[教育學系] 期刊論文

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