- 作者: Chien Chin;Fou-Lai Lin
- 作者服務機構: * Center for Teacher Education, National Tsing Hua University, Taiwan, R.O.C. **Department of Mathematics, National Taiwan Normal University, Taiwan, R.O.C.
- 中文摘要: The impact that mathematics teachers' pedagogical beliefs, whether consistent or not, have on their classroom instructional practices and student conceptions have been well documented. A probable source for the (in)consistencies of such beliefs is considered to be teachers' mathematical and pedagogical values as expressed in the deeper affective and evaluative qualities that underpin mathematics teachers' pedagogical preferences, judgments, and choices. Drawing on the social-psychological theories of Vygotsky, Lave, and Tajfel, values in this paper are conceived as a dual individual/social phenomenon, a personal/social identity concerning mathematics and pedagogy. Case study methods of investigation, involving classroom observation, questionnaire survey, and interview discussion, were used to explore one senior mathematics teacher's pedagogical values. This paper reports some interim results based on the first year of a three-year research project funded by the National Science Council of the ROC. The teacher's pedagogical values were interpreted in terms of three phases, in which each phase consisted of the five components of social, educational, mathematical, mathematics educational, and pedagogical aspects. The Intention Phase describes what he said before instruction. The Implementation Phase reveals the teacher's mathematics and pedagogical values during instruction. The Self Phase then integrates the values attached to the previous two phases into a system which consists of a group of five pedagogical identities (core values). This "invisible inner value-laden pedagogical self" acts as the controller in the teacher's thinking and instruction. Conceiving values from a sociological point of view, we suggest that it is necessary for researchers to examine teachers' pedagogical values by using "a methodological framework of investigation and interpretation". Three aspects of the framework are the investigative approaches used, the characteristics examined, and the subsequent stages considered in interpreting values. Two processes used to define valuing, "acting" and "choosing", were helpful in examining teachers' pedagogical values. Values were construed in this study as the principles or standards of teacher choices and judgements on the importance or worth of using certain pedagogical identities in classroom teaching of mathematics. A value system was conceived as "the internal-external dialectic of identification", or the process whereby all values are constituted.
- 英文摘要: --
- 中文關鍵字: Value, pedagogical value, identity, pedagogical identityd
- 英文關鍵字: --