儘管普遍認同以科技融入數學教學能帶來正面影響，但以科技教授數學非易事，且易受到教師個人因素影響。因此，為讓教師持續進修並在數學教學中充分運用科技，實施教師專業發展（Professional Development，下稱「PD」）是必要的。然而，目前在設計PD時，針對哪種設計方式最為有效並沒有一致的共識，且對於將科技應用於數學教學之效果，以及在改變教師和其他數學教師之師資培育者的想法、態度和知識方面之影響程度，我們知之甚少。故研究PD之設計及評估 PD是否可達成上述目的及影響因素是必要的。本研究借鑒成人學習理論，探討在使用Analyze learners, State objectives, Select media and materials, Utilize media/materials, Require participation, Evaluate and revise Course Design System (下稱「ASSURE-CDS」) 之框架下，創建 Teaching Geometry with Technology massive open online course for educators之設計、開發和評估之過程。ASSURE-CDS結合用於科技融合課程規劃的ASSURE模型、以研究為基礎的四種線上PD設計原則（反思、工作嵌入式的主動學習、互動和支持，以及個性化和選擇），以及六種課程功能（單元概述、課程視頻、課程工具、課程項目、論壇及課堂場景）。本研究採用收斂混合方法並使用定性和定量數據進行分析。研究過程中所採用之數據係從多個來源收集，包含：參與者對於科技融合數學教育的想法和態度之課程前後調查、課程結束後調查、在使用 ASSURE 課程規劃模型進行課程設計後對參與者的科技融合和mathematical pedagogical technological knowledge (MPTK)知識之評估，以及半結構性訪談。過程中總共有十八名在職教師和一名數學教師師資培育者全程參與。整體而言，參與者對ASSURE-CDS 表示滿意，同時也對科技融合數學教育的想法和態度產生正向變化。此外，結果也顯示對參與者的課程規劃知識和 MPTK 產生正向影響。參與者已在他們的課程規劃中使用在上述PD過程中學到的技術和策略。研究中亦討論研究結果之影響以及未來的方向。

While the positive effects of technology integration in mathematics classrooms are well-established, teaching mathematics with technology is not an easy feat and is influenced by teachers’ personal factors. Professional development (PD) is necessary for keeping teachers updated and making the best use of technology in teaching mathematics; however, there is no consensus on the most efficacious design systems. Also, little is known about the efficacy of PD programs for teaching mathematics with technology together with the ability to instigate a change in beliefs, attitudes, and knowledge. This calls for research to design and assess whether and how PD can be valuable for this purpose. Drawing on the adult learning theory, this study explores the design, development, and evaluation of the use of the Analyze learners, State objectives, Select media and materials, Utilize media/materials, Require participation, Evaluate and revise Course Design System (ASSURE-CDS) in the development of a 4-week Teaching Geometry with Technology massive open online course for educators. ASSURE-CDS combines the ASSURE model for technology integration lesson planning, four research-based course principles for online PD (i.e., reflection, job-embedded active learning, interaction and support, and personalization and choice), and six course features (i.e., unit overviews, course videos, course tools, course projects, discussion forum, and classroom scenarios).
A convergent mixed method approach which collected both qualitative and quantitative data was utilized. Data included sources: pre- and post-surveys of beliefs and attitudes towards technology integration in mathematics, an end of course survey, a post assessment of participants’ technology integration and mathematical pedagogical technological knowledge (MPTK) through a lesson plan following the ASSURE model template, and a semi-structured interview. Eighteen in-service teachers and one mathematics teacher educator fully participated in the online course. Overall, the results indicated satisfaction with ASSURE-CDS and positive change in beliefs and attitudes towards technology integration in mathematics education. Results also suggest a positive impact on participants’ lesson plan knowledge and MPTK. Participants made use of the technology tools and strategies learned during the PD in their lesson plans. Implications as well as future directions are also discussed.

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