科技融入函數建模活動脈絡下中學數學教師教學推理能力之探究

The project aims at exploring (1) preservice teachers’ pedagogical reasoning on integrating technology into mathematics teaching, (2) cultivation of preservice teachers’ pedagogical reasoning under analysis-oriented and practice-oriented preparation approaches, and (3) the factors influencing preservice teachers’ willingness of integrating technology in mathematics teaching. The sample includes the preservice teachers’ who were enrolled in the course of mathematics teaching materials and methods or the course of mathematics teaching practicum. For research aim 1 to 3, 91, 47, and 91 preservice teachers were included respectively. The data for research aim 1 and 3 were collected using questionnaires with three different teaching vignettes, and the data collected for research aim 2 included the preservice teachers’ teaching plans and the videos of their micro teaching. The methods of analysis included analytical induction and statistical analysis (factor analysis, t-test, and path analysis). Regarding research aim 1, most preservice teachers’ claims were on developing student’s content-oriented competence and developing student’s thought-oriented competence. Very few preservice teachers claims the teaching objectives pertinent to affective facets. Their grounds were mostly about students’ competence, student activities, and functions of technology. As total of 53% preservice teachers did not mention any reasons relating to using technology to do mathematical modelling, indicating that it is not easy for them to think about the detailed process of modelling. Most preservice teachers’ warrants were about re-balancing emphasis on skills, concepts, and applications, changing classroom social dynamics, and changing classroom didactic contracts. Only 5% of the preservice teachers’ warrants did not mentioned about pedagogical opportunities but only about functional opportunities or practical opportunities. For research aim 2, regardless of being trained in analysis-oriented or practice-oriented preparation approaches, the preservice teachers’ teaching plans fulfilled the indicators “re-balancing emphasis on skills, concepts, and applications,” and “changing classroom social dynamics.” Regarding the design for modelling activities, the preservice teaches in the analysis-oriented preparation approach tended to provide the activity of decoding existing models, and those in practice-oriented preparation approach tended to provide the activity of performing active modelling in a given context. In comparison of the transformation stage and the teaching stage, most preservice teachers’ microteaching can achieve the indicators achieved in their teaching plans. For those whose teaching failed to achieve the indicators, their teaching often reflected the characteristics of traditional mathematics teaching, for example, suddenly asking students to practice pen-and-paper calculation skills during the process of operating technology. For research aim 3, four factors influencing preservice teachers’ willingness to integrate technology were identified. They were improvement of traditional mathematics teaching to provide meaningful learning, student-centered innovative teaching to develop students’ mathematical literacy, student authentic exploration, and student cooperative learning. “Student-centered innovative teaching to develop students’ mathematical literacy” is the most influential factor in all three teaching vignettes.