Volume 65 No.4 - 2019-12-31

The Development of Integrating Indigenous Culture into Mathematics Curriculum in an Experimental Elementary School

原住民文化融入數學課程的發展:以一所實驗小學為例

Author：
Wei-Min Hsu / 徐偉民
Keyword：
culture-integrated mathematics curriculum, co-learning inquiry, indigenous students, experimental elementary school, curriculum development / 文化融入數學課程、共學探究、原住民學生、實驗小學、課程發展
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
This study aimed to investigate the development and implementation of integrating indigenous culture into mathematics curriculum through school teachers working with a mathematics educator. The school teachers intended to integrate indigenous culture into mathematics curriculum design to improve the students’ understanding on indigenous culture and mathematics performance. The case study method was employed and the members of Co-Learning Inquiry Community (CLIC) which constituted by the researcher and school teachers were the participants. The results indicated that the teachers concerned on the presentation of problems which included cultural scenario and representations when they analyzed and designed the curriculum. They intended to help the students to be familiar with and to understand the presentation of problems easily. Moreover, the teachers gradually thought about curriculum design, mathematics teaching and learning from the students’ perspectives. In the curriculum implementation, the teachers almost followed the contents of designed curriculum. After the implementation, the focus of discussion and reflection was on the appropriation of problem representations. The curriculum developmental processes which this study adopted included analysis, design, implementation, evaluation, and revision could be as the reference for other experimental schools on curriculum development.
本研究旨在探討小學教師和數學師培者共同發展和實施原住民文化融入的數 學課程。學校教師意圖發展與實施文化融入的數學課程，來提升學生對原住民文 化的理解及數學學習的表現。本研究採個案研究，以實驗小學教師和研究者組成 的共學探究社群為對象，先探討社群成員課程發展的歷程與焦點，再了解教師課 程使用的情形。結果顯示在課程分析與設計時，教師關注問題的情境與表徵，意 圖讓學生對問題的呈現感到熟悉且容易理解，並逐漸從學生的觀點來思考課程設 計與數學的教與學;在課程實施時，教師幾乎完全使用設計的課程內容，使用後 的反思與修正大都聚焦在表徵的合適性上。本研究發展文化融入數學課程時採用 的分析、設計、實施、評鑑和修正的歷程，可作為實驗學校課程發展時的參考。

方德隆(2001)。學校本位課程發展的理論基礎。課程與教學季刊，4(2)，1-24。

[Fang, D.-L. (2001). Theoretical foundations of school-based curriculum development. Curriculum & Instruction Quarterly, 4(2), 1-24.] 

林文生(2001)。學校本位課程發展機制∼台北縣瑞柑國小的經驗。課程與教學季刊，4(2)，69-84。

[Lin, W.-S. (2001). Establishing the mechanism for the constructive curriculum development: Experience from the site-based curriculum development of Rei Gan Primary School. Curriculum & Instruction Quarterly, 4(2), 69-84.]

林佩璇(1999)。學校本位課程發展的研究:臺北縣鄉土教學活動的課程發展(未出版之博士論文)。國立臺灣師範大學，臺北市。

[Lin, P.-H. (1999). A case study of school-based curriculum development: Taipei County’s local culture initiative (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.]

林碧珍(2000)。在職教師數學專業發展方案的協同行動研究。新竹師範學院學報， 13，115-148。 

[Lin, P.-J. (2000). A collaborative action research of a teacher education program for enhancing teachers professional development in mathematics teaching. Journal of National Hsin Chu Teachers College, 13, 115-148.] 

紀惠英(2001)。山地國小數學教室裡的民族誌研究(未出版之博士論文)。國立臺灣 師範大學，臺北市。 

[Chi, H.-Y. (2001). The ethnography of a mathematics classroom in an Atayal Native Elementary School (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.] 

徐偉民(2011)。三位六年級教師數學課程實施之比較。教育研究集刊，57(2)，85- 120。 

[Hsu, W.-M. (2011). The implementation of mathematics curriculum: A case study of three sixth- grade teachers. Bulletin of Educational Research, 57(2), 85-120.] 

徐偉民(2013a)。國小教師數學教科書使用之初探。科學教育學刊，21(1)，25-48。

[Hsu, W.-M. (2013a). An exploratory study of mathematics textbook use by elementary school teachers. Chinese Journal of Science Education, 21(1), 25-48.] 

徐偉民(2013b)。國小數學教科書數學問題類型與呈現方式之比較分析— 以臺灣、芬蘭、新加坡為例。科學教育學刊，21(3)，263-289。

[Hsu, W.-M. (2013b). A comparison and analysis of the types and representations of mathematical problems in the elementary mathematics textbooks of Taiwan, Finland and Singapore. Chinese Journal of Science Education, 21(3), 263-289.] 

徐偉民(2017)。小學數學教科書使用之探究。教科書研究，10(2)，99-132。
[Hsu, W.-M. (2017). Investigation of elementary mathematics textbooks use in classrooms in Taiwan. Journal of Textbook Research, 10(2), 99-132.] 

徐偉民、張國綱(2010)。師資培育數學課程對國小教師數學教學意象影響之研究。當代教育研究季刊，18(4)，41-77。

[Hsu, W.-M., & Chang K.-K. (2010). The influence of mathematics curriculum of teacher education on the mathematics teaching image of elementary school teachers: A case study. Contemporary Educational Research Quarterly, 18(4), 41-77.] 

徐偉民、廖玉婷(2012)。參與專業社群對國小教師數學教學的影響。彰化師大教育學報，22，1-24。

[Hsu, W.-M., & Liao, Y.-T. (2012). The impact of participating professional community on elementary teachers’ mathematics teaching. Journal of Education National Changhua

University of Education, 22, 1-24.] 徐偉民、楊萍、伍麗華(2016)。排灣族文化本位數學課程使用情形之探究。載於王進發(主編)，2016年原住民族研究論文入選論文集(頁423-440)。臺北市:原住民族委員會。

[Hsu, W.-M., Yang, P., & Wu, L.-H. (2016). An exploratory study of culture-based mathematics curriculum use by an elementary teacher. In C.-F. Wang (Ed.), 2016 collected papers on indigenous research (pp. 423-440). Taipei, Taiwan: Council of Indigenous Peoples.] 

陳英娥、林福來(2004)。行動研究促進初任數學教師的教學成長。科學教育學刊，12 (1)，83-105。 

[Chen, I.-E., & Lin, F.-L. (2004). A beginning mathematics teacher becoming professional through action research. Chinese Journal of Science Education, 12(1), 83-105.] 

黃志賢(2006)。結合可能發展區與鷹架教學方案於原住民高職學生數學文字符號概念 改變之研究。科學教育學刊，14(4)，467-491。 

[Huang, C.-H. (2006). Combining ZPD and scaffolding teaching strategies on aboriginal students’ concept of literal symbol. Chinese Journal of Science Education, 14(4), 467-491.] 

張嘉育(1999)。學校本位課程發展。臺北市:師大書苑。
[Chang, C.-Y. (1999). School-based curriculum development. Taipei, Taiwan: Lucky Bookstore.] 

鄭淵全(2005)。課程發展與教學創新。臺北市:五南。
[Cheng, Y.-C. (2005). Curriculum development and teaching innovation. Taipei, Taiwan: Wu- Nan Book.] 

譚光鼎、林明芳(2002)。原住民學童學習式態的特質:花蓮縣秀林鄉泰雅族學童之探討。教育研究集刊，48(2)，233-261。

[Tan, K.-D., & Lin, M.-F. (2002). Traits of learning styles of aboriginal children: A study on Atayal children in Hualien County. Bulletin of Educational Research, 48(2), 233-261.] Barton, B. (2009). The language of mathematics: Telling mathematical tales. New York, NY: Springer. 

Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teacher College Record, 110(3), 608-645.

Brown, L., & Coles, A. (2010). Mathematics teacher and mathematics teacher educator change- insight through theoretical perspectives. Journal of Mathematics Teacher Education, 13, 375-382. 

Cooney, T. J. (2001). Considering the paradox, perils, and purpose of conceptualizing teacher development. In F. L. Lin (Ed.), Making sense of mathematics teacher education (pp. 9-31). Dordrecht, Netherlands: Kluwer. 

Dawson, S. (1999). The interactive perspective in teacher development: “A path laid while walking”. In B. Jaworski, T. Wood, & S. Dawson (Eds.), Mathematics teacher education: Critical international perspectives (pp. 148-162). London, UK: Falmer Press. 

Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Laurence Erlbaum. 

Ernest, P. (1998). A postmodern perspective on research in mathematics education. In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: A search for identify (pp. 71-85). Drodrecht, Netherlands: Kluwer Academic. 

Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219. 

Grouws, D. A., Smith M. S., & Sztajn, P. (2004). The preparation and teaching practice of U.S. mathematics teachers: Grades 4 and 8. In P. Kloosterman & F. K. Lester Jr. (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessment of the national assessment of educational progress (pp. 221-267). Reston, VA: NCTM. 

Grouws, D. A., Tarr, J. E., Chávez, Ó., Sears, R., Soria, V. M., & Taylan, R. D. (2013). Curriculum and implementation effects on high school students’ mathematics learning from curricula representing subject-specific and integrated content organizations. Journal for Research in Mathematics Education, 44(2), 416-463. 

Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom- based factors that support and inhabit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. 

Jaworski, B. (2008a). Mathematics teacher educator learning and development: An introduction. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 1-13). Rotterdam, Netherlands: Sense.

Jaworski, B. (2008b). Building and sustaining inquiry communities in mathematics teaching development: Teachers and didacticians in collaboration. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (pp. 309-330). Rotterdam, Netherlands: Sense. 

Jaworski, B., & Wood, T. (2008). The international handbook of mathematics teacher education. Rotterdam, Netherlands: Sense. 

Kisker, E. E., Lipka, L., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska native and other students. Journal for Research in Mathematics Education, 43(1), 75-113. 

Lipka, J., Webster, J. P., & Yanez, E. (2005). Introduction: Factors that affect Alaska native students' mathematical performance. Journal of American Indian Education, 44(3), 1-8. 

Lipka, J., Yanez, E., Andrew-Ihrke, D., & Adam, S. (2009). A two-way process for developing effective culturally based math: Examples from math in cultural context. In B. Geer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 257-280). New York, NY: Routledge. 

Lloyd, G. M. (2008). Curriculum use while learning to teach: One student teacher’s appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. 

Lloyd, G. M., Cai, J., & Tarr, J. E. (2017). Issues in curriculum studies: Evidence-based insights and future directions. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 824-852). Reston, VA: National Council of Teachers of Mathematics. 

Meaney, T., Trinick, T., & Fairhall, U. (2013). One size does not fit all: Achieving equity in Māori mathematics classrooms. Journal for Research in Mathematics Education, 44(1), 235-263. 

Remillard, J. (2005). Examining key concepts in research on teachers’ use of mathematics curricular. Review of Educational Research, 75(2), 211-246. 

Remillard, J. T., & Bryans, M. (2004). Teachers’ orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388. 

Robutti, O., Cusi, A., Clark-Wilson, A., Jaworski, B., Chapman, O., Esteley, C., Goos, M., Isoda, M., & Joubert, M. (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM Mathematics Education, 48, 651-690. doi: 10.1007/s11858-016-0797-5.

Son, J., & Senk, S. L. (2010). How reform curricula in the USA and Korea present multiplication and division of fractions. Educational Studies in Mathematics, 74(2), 117-142. 

Stenhouse, L. (1975). An introduction to curriculum research and development. London, UK: Heinemann Educational Books. 

Stein, M., Remillard, J., & Smith, M. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319- 369). Charlotte, NC: Information Age. 

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs and classroom practices. Journal of Teacher Education, 51(2), 113-121. 

Tarr, J. E., McNaught, M., & Grouws, D. (2012). The development of multiple measures of curriculum implementation in secondary mathematics classrooms: Insights from a three- year curriculum evaluation study. In D. Heck, K. Chval, I. Wess, & S. Ziebarth (Eds.), Approaches to studying the enacted mathematics curriculum (pp. 89-116). Charlotte, NC: Information Age. 

Tzur, R. (2008). Profound awareness of learning paradox (PALP): A journey towards epistemologically regulated pedagogy in mathematics teaching and teacher education. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 137-156). Rotterdam, Netherlands: Sense. 

Zaslavsky, O. (2007). Mathematics-related tasks, teacher education and teacher educators. Journal of Mathematics Teacher Education, 10, 433-440. 

Zaslavsky, O. (2008). Meeting the challenges of mathematics teacher education through design and use of tasks that facilitate teacher learning. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 93-114). Rotterdam, Netherlands: Sense. 

Zhu, Y., & Fan, L. (2006). Focus on the representation of problem types in intended curriculum: A comparison of selected mathematics textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education, 4, 609-626. 

 

 


EndNote
下載可匯入格式