模組設計師在培訓營中設計之奠基活動模組的改變歷程探究(2/2)

To solve the problems of Taiwan students’ low mathematics learning interests, low mathematics confidence, low mathematics value, and M-shape mathematical achievements, a multi-level project —JUST DO MATH— was launched. One dimension in this project is to cultivate mathematics teachers’ competence to design mathematical grounding activity modules through holding designer workshops. The aim of the present study is to evaluate the effectiveness of the workshops. The data were collected through survey on 88 mathematics teachers using questionnaires, and video record of the discourse among 8 instructors and 61 teachers in the workshops, and the modules designed were also collected. The data were analyzed with the use of t-test, multiple regression, and content analysis. The findings include that (1) mathematics teachers found the workshops effective regarding the design of the workshops, the cultivation of their mathematics teaching competence, and their design competence; and (2) mathematics teachers competence regarding identifying grounding ideas and designing corresponding manipulative activities required improvement from the perspectives of instructors of the workshops. Regarding the discourse, the teachers are capable to understand the instructors’ suggestions and to modify their modules if the instructors can provide concrete examples in their illustration. However, whether they can design or modify the modules in a new situation is still unknown.