| dc.description.abstract | The topic of “Contingency table” was added to the 12-year Basic Education Curriculum under the subject of “ Data and Uncertainty” in the third grade mathematics. This study aims to explore the network changes that occurred after the contingency table was located in a primary school, and to record the researcher’s thinking and history of the development of the contingency table, as well as the connection of related actors. The research adopts the perspective of actor network theory (ANT) to track how the contingency table translates the actions of teachers and students in the classroom. And the researcher unexpectedly sees outside the classroom that contingency table connects curriculum integration and educational policy promotion issues.
The results of this study are as follows.
1. As an important tool of mathematical concepts, the contingency table is proposed to the syllabus. The purpose is to introduce the contingency table from the elementary school stage through a systematic curriculum arrangement, and then extend, apply and promote it, and finally connect to statistics courses of the high school. It provide students with different problem-solving tools to use when studying probability units.
2. Becoming the spokesperson of the contingency table changed my original teaching habits. First of all, I, who originally relied on textbooks before conducting teaching activities, tried to compile my own teaching materials in response to the teaching needs of the contingency table. The second change is that I am accustomed to the old syllabus and textbooks. In the past, I seldom prepared lessons before teaching. The contingency table of the new syllabus opened the door for me to prepare, observe and discuss lessons during the teaching process.
3. The contingency table changes the learning trajectory of students. After the students’ learning behaviors are displaced, they will affect the teachers to change their teaching behaviors. The main action of the contingency table is used for teachers and students, and the classroom network through the interaction of related action bodies produces a network effect that changes the educational practice.
4. Elementary school teachers are less affected by the changes in the new syllabus. Through the tracking of contingency tables, it is found that many key objects in the classroom and outside the network have not been recruited, so that the network effect shows the break between the new syllabus promotion actors and the teaching actors. These key actors include: implemented textbooks, course experts and related teaching resources.
The author hopes that through this article, elementary school teachers can understand the context of the contingency table and the reasons they are recruited into the new syllabus. And by tracking the contingency table and observing the connection status of network actors inside and outside the classroom and their network effects, this work may provide useful reference information for textbook staff, field teachers, and education reformers in the future. | en_US |