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A descriptive study on mathematical ...

Uen, Wuu-nan.

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A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan./
作者:	Uen, Wuu-nan.
面頁冊數:	351 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2123.
Contained By:	Dissertation Abstracts International58-06A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9726178
ISBN:	9780591461251

A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan.
Uen, Wuu-nan.

A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan. - 351 p.

Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2123.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1997.

The theoretical framework of this study is based on two variables of learning style theory, brain dominance and perceptual modality. It is a two-part, non-experimental, descriptive study. First, I administered a researcher-designed questionnaire to mathematics teachers in 77 junior high schools, ten percent of the entire population, and received 374 responses (a return rate of about 57%). This questionnaire explored the personal, mathematical learning, and mathematical teaching styles of respondents. The latter part of this study, analyzed the actual teaching of 14 volunteer teachers with differing teaching styles.

ISBN: 9780591461251Subjects--Topical Terms:

641129
Mathematics education.

A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan.
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100 1 $a Uen, Wuu-nan. $3 3183059
245 1 2 $a A descriptive study on mathematical teaching styles of junior high mathematics teachers in Taiwan.
300 $a 351 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2123.
500 $a Supervisor: John G. Harvey.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1997.
520 $a The theoretical framework of this study is based on two variables of learning style theory, brain dominance and perceptual modality. It is a two-part, non-experimental, descriptive study. First, I administered a researcher-designed questionnaire to mathematics teachers in 77 junior high schools, ten percent of the entire population, and received 374 responses (a return rate of about 57%). This questionnaire explored the personal, mathematical learning, and mathematical teaching styles of respondents. The latter part of this study, analyzed the actual teaching of 14 volunteer teachers with differing teaching styles.
520 $a The questionnaire results indicated: (a) in terms of brain dominance, the mathematical teaching styles of respondents were often global, while their personal styles were analytical and their mathematical learning styles were integrated; (b) in terms of perceptual modality, their mathematical teaching modalities in descending order were auditory, haptic, print, interactive, kinesthetic, symbol, diagram; (c) although some significant differences existed among styles on some characteristics, as whole styles, there were significant associations among personal, mathematical learning and teaching styles. In particular, the association between mathematical learning and teaching styles was stronger than the association between personal and mathematical teaching styles; (d) some significant relationships were found between respondents' demographic backgrounds and their mathematical teaching styles; (e) in descending order, the strengths of factors which influence teachers' teaching styles were: respondents' mathematical learning styles, the learning attitude of their students, the learning styles of their students, their own personal styles, the teaching environment, and the mathematical teaching styles of respondents' teachers.
520 $a In the observations, I found that most teachers themselves answered the questions they posed in class. Consistent with the results of the questionnaire, less experienced teachers paid more attention to student responses to their questions, and their lectures involved better two-way communication. By contrast, the teaching of more experienced participating teachers was more unilateral, and they had better lecture skills.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9726178