|
|
課程簡介 Course Introduction
|
|
開課年度學期 Year / Term
|
103 學年度 第 2 學期
|
|
開課班級 Department
|
教育學系測驗統計碩士班 教育系測驗碩合
|
|
授課方式 Instructional Method
|
課堂教學 、 中文
|
|
課程電腦代號 Course Reference Number
|
112184
|
|
課程名稱(中文) Course Title(Chinese)
|
數學學習心理學
|
|
課程名稱(英文) Course Title(English)
|
Psychology of Learning Mathematics
|
|
學分數/時數 Credit Hours
|
3 /
3
|
|
必(選)修 Requirement / Elective Course
|
選修
|
|
授課老師 Instructor
|
林素微
|
|
助教 Teaching Assistant
|
|
|
上課時間 Meeting Time
|
星期三，節次3、4、5
|
|
上課教室 Classroom
|
ZB216
|
|
Office Hours
|
林素微：1144/4589
|
| 獲獎及補助情形 Awards and Grants |
|
|
| 聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs |
|
|
|
課程目標 Learning Objectives
|
1.透過閱讀與討論瞭解數學學習心理學相關理論：
(1)how students learn,
(2)students' learning in school contexts,
(3)measuring and interpreting students' learning,
(4)teachers' learning of mathematics,
(5)reflections on mathematics teaching and learning
2.瞭解當前數學學習心理學在數學教育研究的應用與意涵。
3.應用數學學習心理學相關理論進行研究設計。
|
|
先修 ( 前置 ) 課程 Prerequisite
|
|
|
|
課程大綱 Course Syllabus
|
| 週次 Week |
課程單元大綱 Unit |
教學方式 Instructional Method/Style/Teaching Style |
參考資料或相關作業 References or Related Materials |
評量方式 Grading |
|
1
|
introduction
|
報告與討論
|
|
|
|
2
|
Motivation and Self-Efficacy in Mathematics Education & A Model for Mathematics Instruction to Enhance Student Motivation and Engagement
|
報告與討論
|
ch1 & ch2
|
|
|
3
|
Identity Development: Critical Component for Learning in Mathematics & Recommendations from Self-Determination Theory for Enhancing Motivation for Mathematics
|
報告與討論
|
ch3 & ch4
|
|
|
4
|
prepare for paper(I)
|
報告與討論
|
|
|
|
5
|
Student Dispositions with Respect to Mathematics: What Current Literature Says & Mathematical Dream Makers: How Two Different Math Departments Brought About Equity and High Achievement
|
報告與討論
|
ch5 & ch6
|
|
|
6
|
prepare for paper(II)
|
報告與討論
|
|
|
|
7
|
What Motivates Students to Take Advanced Mathematics: A Rural Perspective & Factors That Motivate Aboriginal Students to Improve Their Achievement in School Mathematics
|
報告與討論
|
ch7 & ch8
|
|
|
8
|
What Motivates Mathematically Talented Young Women? & Metaphors: A Powerful Means for Assessing Students' Mathematical Disposition
|
報告與討論
|
ch9 & ch10
|
|
|
9
|
Using Prediction to Motivate Personal Investment in Problem Solving & Developing Persistent and Flexible Problem Solvers with a Growth Mindset
|
報告與討論
|
ch11 & ch12
|
|
|
10
|
prepare for paper(III)
|
報告與討論
|
|
|
|
11
|
Mark’s Development of Productive Disposition and Motivation & Listening to Mathematics Students' Voices to Assess and Build on Their Motivation: Learning in Groups
|
報告與討論
|
ch13 & ch14
|
|
|
12
|
Motivating Mathematics Students with Manipulatives: Using Self-Determination Theory to Intrinsically Motivate Students & Using Movies and Television Shows as a Mathematics Motivator
|
報告與討論
|
ch15 & ch16
|
|
|
13
|
prepare for paper(IV)
|
報告與討論
|
|
|
|
14
|
Bringing Cool into School & Venturing into Storybooks: Motivating Teachers to Promote Mathematical Problem Solving
|
報告與討論
|
ch17 & ch18
|
|
|
15
|
TARGETTS: A Tool for Teachers to Promote Adaptive Motivation in Any Mathematics Lesson & Developing Prospective Teachers’ Productive Disposition toward Fraction Operations
|
報告與討論
|
ch19 & ch20
|
|
|
16
|
prepare for paper(V)
|
報告與討論
|
|
|
|
17
|
Transforming Mathematics Teachers’ Attitudes and Practices through Intensive Professional Development
|
報告與討論
|
ch21
|
|
|
18
|
Final Report
|
報告與討論
|
|
|
|
單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
|
| 編號 No. |
校核心能力 School Core Competencies |
符合程度 Degree of conformity |
|
1
|
道德力 (Morality)
|
3
|
|
2
|
自學力 (Self-learning)
|
5
|
|
3
|
創造力 (Creativity)
|
5
|
|
4
|
溝通力 (Communication)
|
5
|
|
5
|
就業力 (Employability)
|
5
|
|
單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
|
| 編號 No. |
類別 Category |
系核心能力 Department Core Competencies |
符合程度 Degree of conformity |
|
01
|
系所
|
能分析與解釋量化與類別資料
|
4
|
|
02
|
系所
|
能批判量化研究設計
|
4
|
|
03
|
系所
|
能創新評量工具（碩）
|
5
|
|
04
|
系所
|
能整合科技進行測驗創新議題探討
|
5
|
|
05
|
系所
|
能發表測驗統計議題的論文
|
5
|
|
06
|
系所
|
能提供基礎水準測驗與統計問題的諮詢服務（碩）
|
4
|
|
單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
|
| 編號 No. |
院核心能力 College Core Competencies |
符合程度 Degree of conformity |
|
1
|
探究能力
|
5
|
|
2
|
語文與溝通能力
|
5
|
|
3
|
創新與實踐能力
|
5
|
|
4
|
專業知能
|
5
|
|
教科書或參考用書 Textbooks or Reference Books
|
|
館藏書名 Library Books
|
|
Handbook of metacognition in education [electronic resource] / edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser.
|
|
備註 Remarks
|
1.Brahier,D. J., & Speer, W. R.(2011).Motivation and Disposition: Pathways to Learning Mathematics, 73rd NCTM Yearbook 2011 . Reston: National Council of Teachers of Mathematics.
2.Gutiérrez, A. & Boero, P. (Eds.)(2006). Handbook of research on the psychology of mathematics education: Past, present and future. Rotterdam, Netherlands: Sense Publishers.
3.Lester, F. (Ed)(2007). Second Handbook of Research on Mathematics Teaching and Learning. Va. NCTM.
|
※請尊重智慧財產權，不得非法影印教科書※
※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※
|
教學方法 Teaching Method
|
|
教學方法 Teaching Method
|
百分比 Percentage
|
| 總和 Total |
0 % |
|
成績評量方式 Grading
|
| 評量方式 Grading |
百分比 Percentage |
| 總和 Total |
0 % |
|
成績評量方式補充說明
|
出席狀況及平時表現30%
指定作業(含討論、報告)40%
研究計畫 30%(6/30之前)
|
|
課程大綱補充資料 Supplementary Material of Course Syllabus
|
|
|
|