Taiwanese high school students’ perspectives on effective mathematics teaching behaviors

Ting Ying Wang, Feng Jui Hsieh*


研究成果: 雜誌貢獻期刊論文同行評審

8 引文 斯高帕斯(Scopus)


This study developed a questionnaire composed of teaching-behavior items obtained from pioneering empirical studies, for measuring students’ perspectives on effective mathematics teaching. The questionnaire was used to survey 4514 high school students in Taiwan, where Western innovative mathematics instruction has been promoted since a curriculum reform in 1993. Exploratory factor analysis revealed factors contributing to how teachers should handle teaching materials, use representations and teaching methods, and guide problem solving. Ten factors were identified. Seven are rooted in traditional Chinese educational culture (e.g., detailed illustration in teaching problem solving), and three were influenced by Western culture (e.g., student active-learning activities in teaching methods). The findings show that teaching behaviors that either require a considerable amount of time or minimize use of time are relatively less favored, including learning in small groups or through games in the student active-learning activities factor and only providing important steps in the speedy lecture factor.

頁(從 - 到)35-45
期刊Studies in Educational Evaluation
出版狀態已發佈 - 2017 12月

ASJC Scopus subject areas

  • 教育


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