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Teacher's professional development
Cognitive aspect of teaching
Affectiive aspect of teaching
Through questionnaire survey and statistical factor analysis, eight cases were selected from a group of 46 students who participated in a class of mathematical teaching methods. Case study method was used to track the eight student cases for understanding their cognitive and affective interaction in mathematics teaching and tried to find out the influences and the change of cognition-affection. This research consists of three phases including the competitive, the experimental and precipitative stages of cognition-affection with questionnaire investigation, interview,and classroom observation. The author analyzed and interpreted the connotation and the chang of the cognition-affection interaction for the these cases. The results showed that the cognitive development of teaching can strengthen the represention of affective aspect of teaching , and practice of affective teaching can also let the students realize the importance of cognition. Hence it seems that cognition and affection are a unity of the two sides of students’ pedagagical concepts. During three research stages, the situation of cognition and affection for the cases was continuously swinging, sometimes the cognitive leads, sometimes the affective overrides, and sometimes the two are balance. In addition, the change of the advantage for cognition and affection was related to the teacher educators’ intervention, the absence of powerful PCK for the student teachers to represent their belief and value of teaching and the absence of the cognition for those affection factors of teaching mathematics. The results of the study might be useful for mathematics teacher educators to understanded the reasons why cognition and affection of student teachers competition and swings in every stages. In view of the above, they could design relative educational activity or curriculum in order to educate students teachers to realize the importance of affective aspect of teaching mathematics further, and promote the professional cognitive development of the two aspects at the same time.
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